Abstract:

In this phenomenological study, we aimed to explore and describe the lived experiences of Thai early childhood teachers’ inclusive teaching practices. We collected data from interviews, teacher memos, videos, and handwritten notes, and analysed the data set using Framework analysis. Seven early childhood teachers teaching in Kindergarten 3 in one province of Thailand were recruited in three different public kindergartens for the study. The teachers documented their daily inclusive teaching experiences over one school term after which they were interviewed. Three themes emerged from the data analysis for this study: ‘negotiating the messy field of inclusion’, ‘the role of a critical friend in inclusive teaching’, and ‘transforming practice through practitioner self-assessment.’ Further theoretical analysis of the themes and corresponding data extracts identified that by providing research tools to the teachers they were empowered to focus on their learning during teaching. This subsequently led them to develop new approaches to teaching to support all students in their inclusive classrooms.

Keywords:

Early childhood, teachers, inclusive teaching, Phenomenology, Thailand.