Midwest Journal of Education

Field and Clinical Experiences Leave Teachers Ill-Prepared for the Realities of Inclusive Classrooms

Dr. Brianna J. Fankhauser

Abstract

Educator Preparation Programs (EPP) incorporated various clinical-based experiences to introduce teacher candidates to authentic instructional practices and prepare teacher candidates to work with diverse populations (Stobaugh & Everson, 2020). After receiving a clinically based education, new teachers struggled with transitioning into their first classroom. They found themselves ill-prepared for their first teaching experience when confronted with the reality of daily classroom affairs, such as classroom management, curriculum, lesson planning, time management, and instructional materials (Morgan et al., 2020; Nunley, 2020). This exploratory qualitative study aimed to examine how teachers' perceptions of their field and clinical experiences prepared them for their first years of teaching in an inclusive classroom. The study revealed that participants' field and clinical experience did not prepare them to teach in an inclusive classroom. The findings indicated that teacher candidates need extended clinical experiences within varied and diverse settings that provide ample opportunities to work with diverse students under the guidance of knowledgeable and willing cooperating teachers.

Recommended Citation

Fankhauser, B.J. (2024). Field and clinical experiences leave teachers ill-prepared for the realities of inclusive classrooms. Midwest Journal of Education, 1(1).

DOI

10.69670/mje.1.1.6

Corresponding Author

Brianna J. Fankhauser,
Adjunct Faculty School of Education,
Lincoln University,
Jefferson City, MO, USA.
Email:fankhauserb@lincolnu.edu