Student Teacher's Perception of the Relevancy of Theory and Practice in Inclusive Classrooms Based on Internship Experiences: External and Internal Support

Abstract

The relevancy of theory and practice implemented in the internship program is an ideal condition that is expected to solve instructional problems in inclusive classrooms in elementary schools. We explored student teachers' perceptions of the relevancy of theory and practice in instruction in inclusive classrooms that have implemented internship programs in elementary schools. We interviewed fifteen student teachers and conducted a thematic analysis to determine the main themes of external and internal support. The high relevancy of theory and practice in instruction in inclusive classrooms is determined by the increasing number of creative solutions used by student teachers and classroom teachers in solving learning problems in inclusive classrooms. Collaboration between all parties is needed to prepare student-teacher competencies in a pre-internship program so that the internship experience can become the basis for improving the quality of inclusive education at universities and inclusive elementary schools.