publisher
Navigating professional dilemmas in inclusive classrooms: pre-service teachers’ reflective narratives, wellbeing, and emerging professional agency
- Source
- Frontiers in Education
- Published
- Last verified
- 9 Aug 2026
- Confidence
- High
- Evidence
- Original document retained
- Reading time
- 1 min
- Country
- International
- Relevant to
- Policy & Regulation, Research & Evidence, Strategy & Planning, Executive Leadership, Operations & Delivery
Executive summary
What happened, and why should leadership care?
This analysis focuses on a qualitative study examining pre-service teachers' reflective narratives regarding professional dilemmas in inclusive classrooms. The research, based on 107 narratives from a French initial teacher education program, investigates how these experiences shape their professional judgment, wellbeing, and emerging agency. It highlights that while inclusive education is a key policy, pre-service teachers find these classrooms complex and lacking standardized responses, underscoring a gap in understanding their direct experiences.
Why this matters
Why is this strategically important?
Understanding how future educators navigate challenges in diverse learning environments is crucial for developing robust educational policies and effective teacher training programs. Addressing these insights can enhance teacher retention, improve educational outcomes for all students, and ensure the successful implementation of inclusive mandates across educational systems.
Key insights
What should be noted from the evidence?
- Inclusive education is a fundamental policy orientation in contemporary school systems.
- Pre-service teachers perceive inclusive classrooms as complex pedagogical environments where standardized responses are often insufficient.
- Existing research primarily focuses on teacher attitudes and pedagogical strategies for inclusive education.
- There is a knowledge gap regarding how pre-service teachers interpret situated professional dilemmas and their impact on judgment, wellbeing, and agency.
- The study analyzed 107 reflective narratives from pre-service teachers in a French initial teacher education program.
Evidence and confidence
How far can this assessment be trusted?
High confidence. Named institution, original document retained and analysis corroborated.
Analysis is prepared editorially by Aziz Shuaib Ausi. The original publication remains the authoritative record, and executive judgement remains entirely human.
Source
Where does this originate?
Reported by Frontiers in Education · International. This briefing summarises the publication for executive use; the document itself is not reproduced here.
Read the original publication