Būsimųjų muzikos mokytojų rengimas įtraukiajam ugdymui
Preparing Music Teachers for Inclusive Education in Lithuania

Summary/Abstract: Today inclusive education encompasses many more types of “otherness” than before. Systems like the Universal Design for Learning encourage us to consider the abilities of all learners, not just those with disabilities, yet in-service and preservice teachers feel unprepared to teach diverse populations of students, accounting for negative attitudes towards inclusion. Changing the dispositions of future teachers is no easy task. For teacher education to become transformative rather than reproductive, many researchers have pointed to field experiences as being the key to success in changing teacher practices and dispositions. Since field experiences involve collaboration between the pre-service teacher and the school-based mentor, the aim of this research was to examine the voices of participants and prompted these research questions: how are future music teachers being prepared by university-based teacher education programs for inclusive classroom practice? What problems do pre-service music teachers face during field experiences? What challenges do school-based mentors face when guiding student teachers to work with diverse pupil needs? Focus group discussions were chosen as the method of data collection. Three groups consisted of bachelor-level students from two Lithuanian universities. The fourth consisted of six music teacher mentors.

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