Developing and Maintaining Inclusive Identities: Understanding Student Teaching through de Certeau's Framework of Tactics and Strategies.

Autor/inn/en	Rood, Carrie E; Ashby, Christine
Titel	Developing and Maintaining Inclusive Identities: Understanding Student Teaching through de Certeau's Framework of Tactics and Strategies.
Quelle	In: Action in teacher education, (2017) 3, S.274Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext (2) Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2017.1300957
Schlagwörter	Teacher identity; Inclusive education; Teacher preperation
Abstract	The article describes how a group of student teachers understood and enacted inclusion in noninclusive school placements during a year-long teaching residency. It examines, within de Certeau's framework of tactics and strategies, how students made meaning of their placements, their understanding of university practice in relation to inclusion, and their developing teaching identities as inclusive educators. The fissure between university and school praxis, and the student's relationship to that disconnect, is at the heart of this research. Moreover, the tension between the participants' pedagogical underpinnings of what constitutes effective teaching practice' and the ways they experienced their school sites through the adoption of an inclusive ideological framework, informed how participants resisted and negotiated daily interactions within established systems and structures.
Erfasst von	OLC
Update	2021/4/12