Through the Eyes of Inclusion: An Evaluation of Video Analysis as a Reflective Tool for Student Teachers within Special Education

Autor/in	Dovigo, Fabio
Titel	Through the Eyes of Inclusion: An Evaluation of Video Analysis as a Reflective Tool for Student Teachers within Special Education
Quelle	In: European Journal of Teacher Education, 43 (2020) 1, S.110-126 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2019.1693996
Schlagwörter	Student Teachers; Video Technology; Inclusion; Simulation; Student Teacher Attitudes; Educational Principles; Faculty Development; Foreign Countries; Elementary School Teachers; Preschool Teachers; Secondary School Teachers; Special Education Teachers; Teacher Evaluation; Reflection; Italy + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Inklusion; Simulation program; Simulationsprogramm; Bildungsprinzip; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Teacher appraisal; Lehrerbeurteilung; Italien
Abstract	The role of special education teachers is currently facing an extensive renewal process closely related to the professional transition from a narrow understanding of special education, rooted in the deficit paradigm, to a broader vision of inclusion as a whole-school and community action. Within such a process, student teachers' professional development in special education plays a crucial role. Studies on this topic underline how student teachers' beliefs and attitudes regarding inclusive education deeply affect their future teaching activity. Research shows that, while student teachers usually agree with the principles of inclusive teaching, they are much less sure of how to implement those principles in their teaching practice. By assessing the breadth of the gulf between ideals and practice, my investigation emphasises how the video analysis of simulated lessons carried out by student teachers can contribute to a positive change in student teachers' attitudes towards inclusion in school. Such a change would help student teachers develop a reflective stance that would strengthen their ability to transform inclusive principles into everyday educational practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01