Educator Preparation: Exploring the Hidden Dynamics Within Inclusive Preservice Programs

Diversity and inclusivity training is essential in national and international education preparatory programs (EPPS). Inclusive education has emerged as a pivotal element in fostering equitable learning environments. Inclusive Educator Preparation Programs (EPPs) are designed to equip future teachers with the knowledge, skills, and attitudes necessary to create and maintain inclusive learning environments. However, beneath the surface of these progressive strides, there exists a complex web of hidden assumptions embedded within teacher preparation programs for inclusive education. Several of these hidden assumptions (including normativity bias, deficit thinking, savior complex, ignoring intersectionality, etc.) are common among EPPs and teacher candidates due to various causes and leading to numerous consequences in student education outcomes and classroom management. Understanding these hidden assumptions is not merely an academic exercise but a crucial step toward meaningful change. The integration of practical experiences, commonly referred to as practicum or field experiences, plays a pivotal role in shaping the competencies and perspectives of preservice teachers. This period is a crucial time during a Teacher Candidate’s educational journey where knowledge gained transforms into displayed skills. The field experience is an excellent moment for reflection on internal biases and assumptions. Overall, it is not just the Teacher Candidate that can benefit from this reflective process. Mentors and supervisors can use this opportunity to highlight hidden assumptions that their groups of students commonly display. From there, EPPs can modify and enhance their curriculum in order to call their students’ attention to their biases earlier in the program before their practical experience begins.