Pre-service teachers' concerns about diversity

Abstract

Purpose

The purpose of this study was to investigate pre-service teachers' concerns about including diverse learners in their classrooms. The study identified which concerns they ranked highest and lowest and which types of diversity they were most concerned about. The study also compared results in relation to demographic variables of gender, year and major.

Design/methodology/approach

Data collection relied on the Concerns about Inclusive Education Scale administered online with 343 pre-service teachers enrolled in higher education in Thailand. Analysis aimed to identify what were the highest categories of concerns as well as any significant relationships between concerns and demographic variables of gender, year and major. Analysis also identified the types of diversity about which pre-service teachers were most concerned along with any significant relationships between types of diversity and gender, year and major.

Findings

Results revealed that pre-service teachers ranked lack of resources as their highest concern about teaching diverse learners. Analysis revealed a significant difference for gender with females (p = 0.014) having a significantly higher level of concern about lack of resources than males. Mental health disabilities along with physical and learning disabilities were ranked highest in terms of types of diversity about which they were most concerned. There were no statistically significant differences for demographics regarding type of diversity about which teachers were most concerned.

Originality/value

There is a lack of research related to higher education's role in preparing teachers to teach in contexts of diversity. This study goes beyond traditional definitions to include 12 types of diversity.

Citation

Sunthonkanokpong, W. and Murphy, E. (2021), "Pre-service teachers' concerns about diversity", Journal of Applied Research in Higher Education, Vol. 13 No. 4, pp. 1097-1109. https://doi.org/10.1108/JARHE-06-2020-0193