Preparing Teachers for Inclusive Classrooms

Autor/inn/en	Hamre, Britt; Oyler, Celia
Titel	Preparing Teachers for Inclusive Classrooms
Quelle	In: Journal of Teacher Education, 55 (2004) 2, S.154-163 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487103261588
Schlagwörter	Discussion Groups; Student Teachers; Inclusive Schools; Preservice Teacher Education; Student Teacher Attitudes; Attitudes toward Disabilities; Mainstreaming + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Inclusive school; Integrative Schule; Lehramtsstudiengang; Lehrerausbildung
Abstract	Designing preservice teacher education partially around voluntary study groups offers teacher educators a unique chance to examine group members' perspectives and understandings. This article examines the topics of concern and questions expressed by six general education student teachers in a collaborative dialogue group focused on inclusive classrooms. Culled from seven meeting transcripts over the course of one semester, we extracted the themes of inexperience, equity, levels, normalcy, labels, and belonging as presented by these teachers in their individual inquiries into inclusive education. We consider how useful the themes, tensions, and issues unearthed in this research are for constructing a preservice teacher education curriculum for inclusive teacher preparation. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10