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dc.contributor.authorMcKay, Loraine
dc.contributor.authorManning, Heather
dc.date.accessioned2019-08-13T03:27:43Z
dc.date.available2019-08-13T03:27:43Z
dc.date.issued2019
dc.identifier.issn0022-4871
dc.identifier.doi10.1177/0022487118811326
dc.identifier.urihttp://hdl.handle.net/10072/384417
dc.description.abstractPreservice teachers enter university with a range of personally held beliefs related to inclusive education and themselves as educators. This article reports on one case study from a larger qualitative research project. The study examined a preservice teacher’s perceptions of herself as an inclusive educator as she approached the final year of her undergraduate degree. Data included a metaphorical representation of being an inclusive educator, and two semi-structured interviews held 6 months apart. The use of collage and a structured written response completed the data set. Evelein and Korthagen’s model of core reflection and Voice-Centred Relational Method were used to analyze the data. Analysis exposed the dissonance between the layers that separate the preservice teacher’s core qualities and the environment. Data are presented using I-poems and discussed using the emerging themes. The consequences for her emerging identity as an inclusive educator and sense of belonging in the profession are discussed.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSage
dc.relation.ispartofpagefrom360
dc.relation.ispartofpageto371
dc.relation.ispartofissue4
dc.relation.ispartofjournalJournal of Teacher Education
dc.relation.ispartofvolume70
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchcode1303
dc.titleDo I Belong in the Profession? The Cost of Fitting In as a Preservice Teacher With a Passion for Social Justice
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.hasfulltextNo Full Text
gro.griffith.authorMcKay, Loraine M.
gro.griffith.authorManning, Heather


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