Teacher Education for Inclusive Practice--Responding to Policy

Autor/inn/en	Alexiadou, Nafsika; Essex, Jane
Titel	Teacher Education for Inclusive Practice--Responding to Policy
Quelle	In: European Journal of Teacher Education, 39 (2016) 1, S.5-19 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2015.1031338
Schlagwörter	Foreign Countries; Teacher Education Programs; Inclusion; Educational Policy; Science Instruction; Science Teachers; Praxis; Accountability; Student Teachers; Case Studies; Ability Grouping; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Politics of education; Bildungspolitik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Verantwortung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Case study; Fallstudie; Case Study; Homogene Gruppierung; Niveaugruppierung; Streaming
Abstract	This article draws on research in one teacher education course in England and examines the ways in which the programme prepares student-teachers for inclusive practice in science teaching. We frame our analysis by drawing on aspects of institutional mediation of official policy in teacher education, as well as theories around inclusion and critical pedagogy. Using data from official sources, lecture material, and interviews, we argue that in order to achieve real inclusion in teacher education programmes, we need pedagogies of praxis that move beyond (and sometimes against) the official policy definitions of inclusion, and draw instead on a more critical approach to the formation of future professionals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01