The espoused and enacted personal practical theories of early childhood teachers inclusive classrooms

Using the lens of Personal Practical Theories (PPTs), this study investigated the complex interplay of early childhood teacher beliefs, knowledge and practice in inclusive classrooms within the boundaries of a typical preschool session. Broadly, this study sought to identify and explicate the driving forces behind how teachers conceptualised their practices when teaching in inclusive classrooms. This study also aimed to uncover the extent to which the espoused beliefs and knowledge of teachers are congruent with their enacted practices. Four highly experienced early childhood teachers in metropolitan Melbourne, Victoria, participated in this study, which used case study methodology. Data were collected through self-report questionnaires, classroom observations and semi-structured interviews. Results of this study show that these early childhood teachers had positive PPTs about inclusive education and beliefs about child-centeredness that are generally consistent with existing research. Also consistent with existing research is the finding that preschool routines and child diversity influence the types and frequency of teacher interactions, as well as the extent of congruence observed between early childhood teacher beliefs, knowledge and practice. Teacher professed learning goals for children were found to be congruent with their observed practice through the activity contexts within a typical preschool session.  Findings of this study support that teaching experience and teacher ‘craft’ knowledge were significant in influencing beliefs and practice in inclusive classrooms, and impact on the extent of classroom adaptations and differentiated learning experiences for the children. Also evident from the results of this study were strong beliefs towards the socio-emotional development of children and limited evidence of teacher engagement with research and evidence-based practices.