Bridging gaps between theory and practice in inclusive education: Pakistani PSTs’ insights into the HHH apprenticeship framework
Year: 2025
Type: article
Abstract: This study suggests an alternative approach for a teacher education course emphasising inclusive education guided by Shulman’s (Citation2004) inclusion by heart, head, and hands (3H) framework in Pakistan. This approach integrates theories into a practical model for university and school-based curricula to reinforce partnerships involving both university academics, including teacher educators, and school teachers, co-teaching an inclusive education course. The aim was to investigate how such collaborative experience influenced the inclusive practices of pre-service teachers (PSTs) over a 6-weeks duration who were given training through a traditional and an apprenticeship approach. From each cohort, 12 PSTs were recruited (Experimental N = 12; Control N = 12), their insights gathered through semi-structured interviews during their practicum and analysed through thematic analysis. Findings indicate that the apprenticeship approach enabled PSTs to integrate real classroom practical examples from collaborating with school teachers, facilitating networks between inclusive education theory and practice in their teaching.
Source: Cogent Education
Authors: Sadia Shaukat, Raqib Chowdhury
Institutions: University of Education, Monash University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: gold
Estimated APC paid: $1,165
OpenAlex ID: W4411276257