Literaturnachweis - Detailanzeige
| Autor/in | DeLuca, Christopher |
|---|---|
| Titel | Promoting Inclusivity through and within Teacher Education Programmes |
| Quelle | In: Journal of Education for Teaching: International Research and Pedagogy, 38 (2012) 5, S.551-569 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0260-7476 |
| Schlagwörter | College Faculty; Preservice Teacher Education; Focus Groups; Inclusion; Teacher Education Programs; Student Diversity; Interviews; Journal Writing; Professional Development; Placement; Field Experience Programs; Foreign Countries; Teacher Attitudes; Student Attitudes; Administrator Attitudes; Deans; Canada |
| Abstract | Promoting inclusivity is a core aim for many teacher education programmes throughout the UK, USA, Canada and other highly diverse nations. However, despite this aim, teacher education programmes continue to face challenges in preparing teachers who feel confident in addressing issues of diversity and inclusivity in their classrooms. The purpose of this research was to present an in-depth examination of how one initial teacher education programme coherently promotes inclusivity through various pre-service programme structures and experiences. Data were collected from four senior programme administrators, 10 faculty members and 25 teacher candidates via interviews, focus groups and professional development journals. Results provided a complex analysis of programme coherence related to the multiple ways in which inclusivity was interpreted and experienced within the teacher education programme. Specifically, three different interpretations of inclusivity were identified across participant groups: integrative, dialogical and transgressive. Each of these interpretations were manifested in varied ways through programme structures of field-based placements, curriculum and pedagogies. Based on this analysis, the paper concludes by identifying critical issues related to the preparation of inclusive educators as a foundation for future research and teacher education development. (Contains 1 table.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
