(Re)-Defining 'Teacher': Preservice Teachers with Disabilities in Canadian Teacher Education Programs

Autor/inn/en	Wilson, Alina; Sokal, Laura; Woloshyn, Deb
Titel	(Re)-Defining 'Teacher': Preservice Teachers with Disabilities in Canadian Teacher Education Programs
Quelle	In: Australasian Journal of Special and Inclusive Education, 42 (2018), S.17-29 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2515-0731
Schlagwörter	Preservice Teachers; Teacher Education Programs; Foreign Countries; Student Teaching; Disabilities; Focus Groups; Administrator Attitudes; Disadvantaged; Inclusion; Teacher Characteristics; Canada + Suchen Sie Ihr Suchwort? Ausland; Teaching practice; Unterrichtspraxis; Handicap; Behinderung; Inklusion; Kanada
Abstract	Directors of Student Teaching from the Western Canadian provinces participated in focus groups about the realities and decision-making processes around practicum for preservice teachers with disabilities. Results showed current standards, when applied rigidly, served to reify a static, homogenous, and unrealistic definition of 'teacher' that marginalises preservice teachers with disabilities. However, the effort of directors to challenge this notion of 'teacher', framed within the constructionist model of disability, gives hope for a more inclusive future teaching force. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01