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Teacher education for inclusive practice: Responding to policy
Umeå University, Faculty of Social Sciences, Department of applied educational science.
School of Education, Brunel University, UK.
2016 (English)In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 39, no 1, 5-19 p.Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Taylor & Francis, 2016. Vol. 39, no 1, 5-19 p.
Keyword [en]
inclusive practice, initial teacher education, education policy, England
National Category
Pedagogical Work
Research subject
educational work
URN: urn:nbn:se:umu:diva-96767DOI: 10.1080/02619768.2015.1031338ISI: 000370517700002OAI: diva2:767718
Swedish Research Council, 5509
Available from: 2014-12-02 Created: 2014-12-02 Last updated: 2016-03-31Bibliographically approved

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Alexiadou, Nafsika
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