Hdl Handle:
http://hdl.handle.net/10545/621501
Title:
Developing the effectiveness of teacher education for inclusion
Authors:
Robinson, Deborah ( 0000-0002-2209-5712 )
Abstract:
Abstract: This paper reports on the findings of a research study which sought to identify the conditions, processes and activities underpinning effective inclusive teacher education. The study took forward what was currently known (or hypothesised) and from this built a pedagogic model (in the form of inclusive action research) that was applied in a partnership school during the practicum period among 22 participants (preservice teachers, experienced teachers and teaching assistants) to support the professional development of all involved. The findings support the claim that socially situated, research oriented, reflexive, collaborative approaches to developing inclusive practice are important elements in an effectual programme. They also cast light on the conceptual and practical challenges involved in being inclusive and on the impact of external cultures on the professional identities and actions of practitioners. This paper takes the position that de-intellectualised, competence based ‘on the job training’ models of teacher education will not be effective in preparing teachers for the deep challenges involved in becoming and being a more inclusive practitioner.
Affiliation:
University of Derby
Citation:
Robinson, D. (2017), 'Developing the effectiveness of teacher education for inclusion'. Presented at the Global Conference of Educational Research, University of South Florida, Sarasota-Manatee, Fl, USA, 22nd-25th May.
Issue Date:
May-2017
URI:
http://hdl.handle.net/10545/621501
Additional Links:
http://conference.anahei.org/schedule/; http://conference.anahei.org/wp-content/uploads/List_of_presenters_and_title_of_the_paper_16March2017.pdf
Type:
Presentation
Language:
en
Sponsors:
N/A
Appears in Collections:
Centre for Educational Research and Innovation

Full metadata record

DC FieldValue Language
dc.contributor.authorRobinson, Deborahen
dc.date.accessioned2017-03-21T16:11:28Z-
dc.date.available2017-03-21T16:11:28Z-
dc.date.issued2017-05-
dc.identifier.citationRobinson, D. (2017), 'Developing the effectiveness of teacher education for inclusion'. Presented at the Global Conference of Educational Research, University of South Florida, Sarasota-Manatee, Fl, USA, 22nd-25th May.en
dc.identifier.urihttp://hdl.handle.net/10545/621501-
dc.description.abstractAbstract: This paper reports on the findings of a research study which sought to identify the conditions, processes and activities underpinning effective inclusive teacher education. The study took forward what was currently known (or hypothesised) and from this built a pedagogic model (in the form of inclusive action research) that was applied in a partnership school during the practicum period among 22 participants (preservice teachers, experienced teachers and teaching assistants) to support the professional development of all involved. The findings support the claim that socially situated, research oriented, reflexive, collaborative approaches to developing inclusive practice are important elements in an effectual programme. They also cast light on the conceptual and practical challenges involved in being inclusive and on the impact of external cultures on the professional identities and actions of practitioners. This paper takes the position that de-intellectualised, competence based ‘on the job training’ models of teacher education will not be effective in preparing teachers for the deep challenges involved in becoming and being a more inclusive practitioner.en
dc.description.sponsorshipN/Aen
dc.language.isoenen
dc.relation.urlhttp://conference.anahei.org/schedule/en
dc.relation.urlhttp://conference.anahei.org/wp-content/uploads/List_of_presenters_and_title_of_the_paper_16March2017.pdfen
dc.subjectTeacher educationen
dc.subjectSpecial Educational Needsen
dc.subjectInclusionen
dc.titleDeveloping the effectiveness of teacher education for inclusionen
dc.typePresentationen
dc.contributor.departmentUniversity of Derbyen
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