Novice teachers’ conceptions of fairness in inclusion classrooms
TATE Volume 24, Number 5, ISSN 0742-051X Publisher: Elsevier Ltd
The issue of “fairness” troubles some general education teachers, who may be reluctant to teach students with disabilities. Journals written by 47 general education preservice and novice teachers were data sources for examining teachers’ concerns about fairness. Five areas of concern emerged: general responses, definitions of fairness, dealing with students, classroom applications (e.g., grading), and negative views. These themes are illustrated and discussed within the theoretical framework of principles of distribution of benefits. Suggestions are offered for helping teacher education students move toward acceptance of needs-based principles of fairness.
Berry, R.A.W. (2008). Novice teachers’ conceptions of fairness in inclusion classrooms. Teaching and Teacher Education: An International Journal of Research and Studies, 24(5), 1149-1159. Elsevier Ltd.