Publisher: Theory and Practice in Language Studies, Vol. 4, No. 3, pp. 447-457, March 2014 © 2014 ACADEMY PUBLISHER Manufactured in Finland.
Author: Arnett, Katy||Mady, Callie||Muilenburg, Lin
Hosted by: www.academypublication.com
Submitted by: yorkfsl
Date Submitted: avril 12, 2021
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Through the lens of critical theory, and with consideration of research on the beliefs of teacher candidates and inclusion, this study considers the views of French Second Language pre-service teachers toward students with learning difficulties. This study reports on the results of two questionnaires, implemented prior to and following the participants’ classroom practicum experiences, as a way to determine if and how experience and/or other personal demographic factors shaped their beliefs. Results indicated that personal experience with individuals with disabilities, along with the length of the practicum experience were reasons for more positive views towards this student population, which support new conceptualizations of teachers’ work with students from different “cultures.”Save to Board