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Teacher education for inclusive practice: Responding to policy
Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
School of Education, Brunel University, UK.
2016 (engelsk)Inngår i: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 39, nr 1, s. 5-19Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This article draws on research in one teacher education course in England and examines the ways in which the program prepares student teachers for inclusive practice in science teaching. We frame our analysis by drawing on aspects of institutional mediation of official policy in teacher education, as well as theories around inclusion and critical pedagogy. Using data from official sources, lecture material, and interviews, we argue that in order to achieve real inclusion in teacher education programs we need pedagogies of praxis that move beyond (and sometimes against) the official policy definitions of inclusion, and draw instead on a more critical approach to the formation of future professionals.

sted, utgiver, år, opplag, sider
Taylor & Francis, 2016. Vol. 39, nr 1, s. 5-19
Emneord [en]
inclusive practice, initial teacher education, education policy, England
HSV kategori
Forskningsprogram
pedagogiskt arbete
Identifikatorer
URN: urn:nbn:se:umu:diva-96767DOI: 10.1080/02619768.2015.1031338ISI: 000370517700002OAI: oai:DiVA.org:umu-96767DiVA, id: diva2:767718
Forskningsfinansiär
Swedish Research Council, 5509Tilgjengelig fra: 2014-12-02 Laget: 2014-12-02 Sist oppdatert: 2018-06-07bibliografisk kontrollert

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