Multiperspectivism as a Threshold Concept in Understanding Diversity and Inclusion for Future Teachers

Autor/inn/en	Beasy, Kim; Kriewaldt, Jeana; Trevethan, Helen; Morgan, Alan; Cowie, Bronwen
Titel	Multiperspectivism as a Threshold Concept in Understanding Diversity and Inclusion for Future Teachers
Quelle	In: Australian Educational Researcher, 47 (2020) 5, S.893-909 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Beasy, Kim) ORCID (Kriewaldt, Jeana) ORCID (Cowie, Bronwen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-019-00376-6
Schlagwörter	Fundamental Concepts; Perspective Taking; Student Diversity; Inclusion; Preservice Teachers; Preservice Teacher Education; World Views; Self Concept; Reflection; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Grundlagenplan; Konzept; Zukunftsperspektive; Inklusion; Lehramtsstudiengang; Lehrerausbildung; World view; Weltanschauung; Selbstkonzept; Ausland; Australien
Abstract	Preparing teachers to support diverse learners to succeed in school is pivotal in addressing inequalities in society. This qualitative study investigated the ways in which future teachers developed their understanding of diversity and inclusion in one course in an Australian teacher education programme. This study analysed students' learning using threshold concept theory as a theoretical framework. Three main aspects that were considered troublesome were identified from student teachers' reflections, which interconnected to generate understandings of diversity. They are recognising others' life worlds, examining self and experiencing otherness. This study supports the need to guide growth in inclusive education practices and recommends asking three questions: Who are you? Who am I? What does it mean to be other? By interlinking the effects of exploring these three questions, we propose multiperspectivism as a threshold concept. We suggest that multiperspectivism could inform curriculum design of teacher education programmes, recognising the necessity of including multiple opportunities to engage with ideas of diversity and in how to teach with diversity in classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01