A Study Of Teacher Trainees' Perception Of Inclusive Pedagogical Practices

Abstract

Inclusion is one of the foundational pillars of National Education Policy 2020 in India. Inclusion is a complex process. It demands theoretical reflections on its interpretation and aspects as well as the practical and behavioral translations of those interpretations. One of the key aspects is the pedagogical principles implied by the inclusion phenomenon. The pedagogical translation of inclusion leads to the origin of the term Inclusive Pedagogy. The term IP is of relatively recent origin that connotes the everyday classroom process characteristically epitomizing the principles of inclusion. The status of research studies related to IP is yet in its nascent stage and unsurprisingly the term is perceived differently by different stakeholders in education. This paper presents the report of a study conducted on teacher trainees to explore their perspectives on inclusive pedagogy. Following an inductive analysis of the qualitative data obtained through an open-ended questionnaire, the Teacher Trainees' perspectives are presented thematically. The findings are believed to develop insight into the comprehension of inclusion from the lens of pedagogy thereby enriching the literature on inclusive pedagogy. The findings are further considered to be relevant for the researchers interested in inquiry into the phenomenon.