Effective inclusive teacher education for special educational needs and disabilities: Some more thoughts on the way forward

Hdl Handle:
http://hdl.handle.net/10545/621500
Title:
Effective inclusive teacher education for special educational needs and disabilities: Some more thoughts on the way forward
Authors:
Robinson, Deborah ( 0000-0002-2209-5712 )
Abstract:
This study sought to identify the principles and practices underpinning effective inclusive teacher education for special educational needs (SEN) in ordinary schools through an inclusive action research project. The findings demonstrate that where practitioner development involves critical-theoretical, reflexive, research-oriented collaborations among a professional learning community, practitioners become more confident and skilful in enacting inclusive practice. This community was formed in the context of a school-university partnership and included pre-service teachers, experienced teachers, teaching assistants and university tutors. Its findings cast serious doubt over the efficacy of de-intellectualised, ‘on the job’ training models favoured by policy makers in England and elsewhere.
Affiliation:
University of Derby
Citation:
Robinson, D. (2017) 'Effective inclusive teacher education for special educational needs and disabilities: Some more thoughts on the way forward', Teaching and Teacher Education, 61:164
Publisher:
Elsevier
Journal:
Teaching and Teacher Education
Issue Date:
Jan-2017
URI:
http://hdl.handle.net/10545/621500
DOI:
10.1016/j.tate.2016.09.007
Additional Links:
http://linkinghub.elsevier.com/retrieve/pii/S0742051X16303869
Type:
Article
Language:
en
ISSN:
0742051X
Sponsors:
N/A
Appears in Collections:
Centre for Educational Research and Innovation

Full metadata record

DC FieldValue Language
dc.contributor.authorRobinson, Deborahen
dc.date.accessioned2017-03-21T15:25:04Z-
dc.date.available2017-03-21T15:25:04Z-
dc.date.issued2017-01-
dc.identifier.citationRobinson, D. (2017) 'Effective inclusive teacher education for special educational needs and disabilities: Some more thoughts on the way forward', Teaching and Teacher Education, 61:164en
dc.identifier.issn0742051X-
dc.identifier.doi10.1016/j.tate.2016.09.007-
dc.identifier.urihttp://hdl.handle.net/10545/621500-
dc.description.abstractThis study sought to identify the principles and practices underpinning effective inclusive teacher education for special educational needs (SEN) in ordinary schools through an inclusive action research project. The findings demonstrate that where practitioner development involves critical-theoretical, reflexive, research-oriented collaborations among a professional learning community, practitioners become more confident and skilful in enacting inclusive practice. This community was formed in the context of a school-university partnership and included pre-service teachers, experienced teachers, teaching assistants and university tutors. Its findings cast serious doubt over the efficacy of de-intellectualised, ‘on the job’ training models favoured by policy makers in England and elsewhere.en
dc.description.sponsorshipN/Aen
dc.language.isoenen
dc.publisherElsevieren
dc.relation.urlhttp://linkinghub.elsevier.com/retrieve/pii/S0742051X16303869en
dc.rightsArchived with thanks to Teaching and Teacher Educationen
dc.subjectInclusionen
dc.subjectTeacher educationen
dc.subjectSpecial Educational Needsen
dc.subjectDisabilityen
dc.subjectPedagogyen
dc.subjectAction researchen
dc.titleEffective inclusive teacher education for special educational needs and disabilities: Some more thoughts on the way forwarden
dc.typeArticleen
dc.contributor.departmentUniversity of Derbyen
dc.identifier.journalTeaching and Teacher Educationen
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