Becoming an Inclusive Teacher: Reducing Gaps in Theory and Practice through Inclusive Research

Autor/in	Kremsner, Gertraud
Titel	Becoming an Inclusive Teacher: Reducing Gaps in Theory and Practice through Inclusive Research
Quelle	In: International Journal of Inclusive Education, 27 (2023) 10, S.1148-1162 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kremsner, Gertraud)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2021.1882055
Schlagwörter	Inclusion; Theory Practice Relationship; Educational Research; Foreign Countries; Educational Policy; Preservice Teachers; Self Advocacy; Students with Disabilities; Special Education; Special Schools; Educational Experience; Austria (Vienna) + Suchen Sie Ihr Suchwort? Inklusion; Theorie-Praxis-Beziehung; Bildungsforschung; Pädagogische Forschung; Ausland; Politics of education; Bildungspolitik; Selbstbehauptung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Special school; Sonderschule; Bildungserfahrung
Abstract	The course 'Inclusive Education' at the University of Vienna (UV) serves as a microcosm of national and international discourses. Policies such as the UN-CRPD run counter to established school systems and the latest developments in federal and state legislation. Against this backdrop, a small-scale study has been conducted to (a) examine the situation of pre-service teachers in inclusive education and (b) contextualise this against the experiences of self-advocating former special-school pupils, namely persons with learning difficulties who politically speak up for their own rights. Nine interviews (seven with pre-service teachers and two with self-advocates) have been analysed using Situational Analysis. An inclusive research approach has been applied at every step of the research process. Findings show that pre-service teachers tend to get lost in the tension between their vision of inclusive education and the reality of special education. In this situation, self-advocates serve as allies who help to overcome these barriers through constant exchange. Since this inclusive research approach exists in academic teaching, a shift from inclusion in theory to inclusion in practice might be introduced to synthesise theory and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01