Search results for: Inclusive pedagogies
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This article reports on a study aimed to identify aspects of university coursework and assigned field experiences that contribute to teachers' ability to define, identify, and implement inclusion. The participants were 125 preservice elementary, secondary, and special education teachers who completed a self-report survey. Results indicated a lack of consistency across teacher preparation programs within one college and a disconnectness between knowledge of inclusion as presented through university coursework and students’ real-world field experience observations of inclusion.
Updated: Mar. 17, 2014
The Difficulties of Inclusive Pedagogy for Initial Teacher Education and Some Thoughts on the Way Forward
It is difficult to introduce innovations such as inclusive pedagogy through conventional initial teacher education (ITE) programs. The solution to this problem is widely recognized to be the much stronger involvement of schools in ITE partnerships. However, research and experience have suggested that real barriers stand in the way of the kind of partnership that is needed.
Updated: Jun. 01, 2009
This paper reports a three-year study of Praxis Inquiry based developments in teacher education undertaken by an international consortium of university colleagues who have worked in Australia, Iceland, Latvia, and the United Kingdom.
Updated: Mar. 09, 2008