Conceptualizing Difference: Exploring Preservice Teachers' Constructions of Disabilities

Autor/inn/en	Parker, Audra K.; Alvarez-McHatton, Patricia; Crisp, Thomas
Titel	Conceptualizing Difference: Exploring Preservice Teachers' Constructions of Disabilities
Quelle	In: Teacher Education and Practice, 27 (2014) 1, S.138-153 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0890-6459
Schlagwörter	Preservice Teachers; Student Teacher Attitudes; Attitudes toward Disabilities; Elementary School Teachers; Internship Programs; Classroom Environment; Beliefs; Teacher Education Programs; Inclusion; Student Teaching; Teaching Experience; Field Experience Programs; Reflection; Individual Differences; Conflict; Special Needs Students; Teacher Role; Teacher Educators; Phenomenology; Familiarity; Social Attitudes + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Berufspraktische Ausbildung; Klassenklima; Unterrichtsklima; Belief; Glaube; Inklusion; Teaching practice; Unterrichtspraxis; Praxisnahes Lernen; Individueller Unterschied; Konflikt; Sonderpädagogischer Förderbedarf; Lehrerrolle; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Phenomenological psychology; Phänomenologie; Psychologie; Social attidude; Soziale Einstellung
Abstract	Teacher educators have an obligation to prepare pre-service teachers to understand and work with the diversity represented by students across K-12 schools. However, diversity is much broader than the categories of race or ethnicity. Because of current legislative mandates' emphasis on providing access to the general education curriculum for students with disabilities, we critically interrogate elementary preservice teachers' understandings and constructions of disability as difference. We pay particular attention to the ways in which these elementary preservice teachers discuss children with disabilities in their work with students with disabilities in classroom internships. Implications for teacher educators are discussed, including the need for providing opportunities for preservice teachers to examine prior knowledge and develop constructions of disabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10