Inclusive practice in early childhood education has a critical impact on the overall development and future prospects of all children. However, early childhood teachers’ understanding and delivery of inclusive teaching have been a persistent problem. In this qualitative study, we collected data through interviews and handwritten notes from seven early childhood teachers teaching Kindergarten 3 in three different public kindergartens in one province of Thailand to explore and describe their inclusive teaching experiences. A thematic analysis of the data identified three themes: grappling with the meaning and implementation of inclusion, searching for critical support and a great desire for a transformative practice. Moreover, difficulty understanding and implementing inclusive teaching, and lack of support from school administrators led to some children being marginalised by the teachers’ pedagogical practices. Recommendations are provided for how preschool teachers’ capabilities for inclusive teaching can be developed to work effectively within the new Thai inclusive policy context.

中文翻译：

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探索泰国幼儿教师在包容性教学实践中的经验：一项定性研究

幼儿教育的包容性实践对所有儿童的整体发展和未来前景具有重要影响。然而，幼儿教师对全纳教学的理解和传递一直是一个长期存在的问题。在这项定性研究中，我们通过访谈和手写笔记收集了在泰国一个省的三所不同公立幼儿园教幼儿园 3 的七名幼儿教师的数据，以探索和描述他们的包容性教学经验。对数据的专题分析确定了三个主题：解决包容性的意义和实施、寻求关键支持以及对变革实践的强烈渴望。此外，难以理解和实施包容性教学，缺乏学校管理人员的支持导致一些孩子被教师的教学实践边缘化。就如何发展学前教师的包容性教学能力以在新的泰国包容性政策背景下有效开展工作提出了建议。