New Zealand-trained teachers’ perceptions and experiences of inclusive education in international contexts : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Inclusive Education at Massey University, Aotearoa New Zealand
| dc.contributor.author | Beattie, Elizabeth Catherine | |
| dc.date.accessioned | 2025-04-14T21:03:23Z | |
| dc.date.available | 2025-04-14T21:03:23Z | |
| dc.date.issued | 2024 | |
| dc.description.abstract | Inclusive education is widely adopted in education contexts internationally, building on advocacy efforts for the rights of all learners. Yet, the implementation of inclusive education is shaped by cultural and social factors. There is little research exploring teachers’ experiences moving to teaching roles in international settings, and even less related to their experiences of inclusive education in these contexts. Prompted by this gap, this qualitative research study explored New Zealand-trained teachers’ perceptions and experiences of inclusive education when teaching in international contexts. The study gathered data from a diverse range of teachers currently teaching in international settings, to explore their perceptions and experiences in implementing inclusive education. The research used a case study approach where data was gathered through six online interviews with teachers living and working in Indonesia, England, Germany, the United Arab Emirates and Thailand. Data was analysed using thematic analysis, adopting a reflexive approach to define the key messages within the individual cases and then through cross-case analysis. Findings from this study affirm the influential role teachers have in implementing inclusive education and the influence of the social and cultural context in inclusive practice. Results suggest teachers’ implementation of inclusive education can be influenced by factors in three areas: structural and systemic, interpersonal and intrapersonal. These factors are interconnected and act dynamically to influence teachers as they work to support learners with diverse needs in inclusive ways. Teachers were also found to experience tensions when their personal beliefs and experiences did not align with those in their international context. | |
| dc.identifier.uri | https://mro.massey.ac.nz/handle/10179/72774 | |
| dc.language.iso | en | |
| dc.publisher | Massey University | |
| dc.rights | The author | en |
| dc.subject.anzsrc | 390407 Inclusive education | |
| dc.title | New Zealand-trained teachers’ perceptions and experiences of inclusive education in international contexts : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Inclusive Education at Massey University, Aotearoa New Zealand | |
| dc.type | Thesis |