Examining the perspectives and practices of high school science teachers on inclusive pedagogy
This study examined the perspectives and practices of high school science teachers on inclusive pedagogy. The study also sought to elicit teachers' views on the challenges they encounter in the classroom. Previous studies on inclusion have focused on pre service teachers, elementary, and middle school teachers' attitudes and perceptions toward inclusion, leaving a gap on the perspectives of high school science teachers on inclusion and how they adopt inclusionary practices to make the science curriculum accessible to students. This study attempted to fill this gap by addressing three essential research questions: (a) what are high school science teachers' conceptions of inclusive pedagogy? (b) how do high school science teachers describe their instructional planning processes when designing lessons appropriate for the diversity in their classrooms? and (c) what specific inclusive pedagogical strategies do high school science teachers use to respond to the diverse learning needs of students? This study was carried out in the Avalon region of the English School District of Newfoundland and Labrador using a qualitative case study methodology. Data were gathered from four experienced high school science teachers who were sampled purposefully from three different high schools during the fall 2017 and winter 2018 semesters. To gain a more in depth insight into participants' perspectives of inclusion and their instructional practices, data were gathered using semi structured interviews, classroom observations, and document analysis. The data were then coded and analyzed qualitatively using MAXQDA software. Six overarching themes emerged from the study: (1) science teachers hold multiple conceptions about inclusion, (2) science teachers' perspectives and practices of inclusion are influenced by classroom experiences, (3) collaboration is essential when planning instructions for learners in inclusive settings, (4) several factors influence the science teachers' selection of instructional strategies, (5) science teachers implement multiple instructional strategies to represent information, engage students, and enable students to express their knowledge and what they have learned, and (6) science teachers encounter several barriers in creating inclusive classrooms. The recommendations in the final chapter of this qualitative case study may be a valuable source of information for addressing many of the concerns identified by the participants and provide avenues for future studies to enhance teacher education and teaching science to diverse learners in inclusive environments.