Mainstreaming, inclusive education and teachers’ representations: From initial teacher education towards inclusive school communities
Moving from mainstreaming towards inclusive education reveals a major challenge for teachers. Considering their representations in this process is paramount. This metasynthesis links the results of four studies (Switzerland, Quebec and New Zealand) which looked into teachers’ representations at different phases of their professional development to identify factors contributing to move towards inclusive education. The metasynthesis illustrates the sustainability of representations focused on pupils’ special educational needs among student and beginning teachers. The results also show that joining an inclusive school community can contribute to the evolution of these representations towards inclusive education for beginning teachers. Such a transformational process is made easier by the support of school staff and inclusive policies. The paper finally points to different areas of inquiry for integrating the study of teachers' social representations into initial and continuing teacher education.