Abstract
The purpose of this study was to continue a line of inquiry into the usefulness of quantitative and qualitative analyses and interpretations of concept maps for assessing preservice teacher candidates' knowledge of inclusive teaching. Specifically, there is little published data on the qualitative analysis of concept maps measuring instructional knowledge and skills associated with teaching in inclusive classrooms. Using a convenience sample of 13 teacher candidates enrolled in a teacher education program, participants were asked to create a concept map of their knowledge about students with disabilities and a reflective narrative statement on the first and last day of the course. Analysis of the concept maps and related narratives provided holistic and thematic data to confirm growth for teacher candidates in relevant areas of instructional strategies and dispositions associated with serving students with disabilities in inclusive classrooms. Implications for practice and suggestions for future research will be discussed.
Recommended Citation
Lopuch, Jeremy; O'Brien, Christopher; Lockwood, Debra; and Lipscomb, Sequita
(2025)
"Using Concept Maps and Reflective Narratives as Authentic Assessment of Readiness for Inclusive Classrooms,"
Teacher Education Journal of South Carolina: Vol. 19:
No.
1, Article 3.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol19/iss1/3