Becoming an inclusive teacher at the interface of school and teacher education
Isosomppi, L., & Leivo, M. (2015). Becoming an inclusive teacher at the interface of school and teacher education. Procedia : Social and Behavioral Sciences, 171 (January), 686-694. doi:10.1016/j.sbspro.2015.01.178 Retrieved from http://www.sciencedirect.com/science/article/pii/S1877042815002086
Published in
Procedia : Social and Behavioral SciencesDate
2015Discipline
KasvatustiedeCopyright
© 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license.
The aim of this study is to assess how the pedagogical solutions of the inclusive teaching practice in class teachers' adult
education programme support the development to become an inclusive teacher. What kind of interpretations do the students
make of inclusion and inclusive school? How does the participation in school community with reflective support by teacher
education community enhance inclusive professional orientation? The research material consists of qualitative network material
written by 22 adult students: teaching practice plans, reflective practice stories and teaching practice feedback. The analytical
approach was thematic text analysis. Inclusion was interpreted as pupils’ right to study with their peers but also as a professional
challenge or ideal. The social exclusion was elicited only in a few stories. The meta-consciousness of developing an inclusive
school was sparse. The experiences gained from the school's communities of practice combined with the theoretical and
reflective tools offered by teacher education community formed meaningful learning.
...


Publisher
Elsevier BVISSN Search the Publication Forum
1877-0428
Original source
http://www.sciencedirect.com/science/article/pii/S1877042815002086Metadata
Show full item recordCollections
License
Except where otherwise noted, this item's license is described as © 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license.
Related items
Showing items with similar title or keywords.
-
Developing inclusive pre-service and in-service teacher education : Insights from Zanzibar primary school teachers
Juma, Said; Lehtomäki, Elina; Naukkarinen, Aimo (Concordia University College of Alberta, 2017)Developing inclusive teacher education to improve learning and schooling for all children is attracting increasing interest worldwide. This study examined teachers’ insights into the development of inclusive teacher ... -
Mapping the individual professional development journeys of teachers in an Indian school setup
Eidnani, Shweta (2019)Professional development of teachers has been a topic of exploration, scrutiny, and debate for the past decades. Numerous studies and researchers around the world have made valuable contributions into defining and explaining ... -
Developing a professional learning community in a Ghanaian School: Teachers’ Perceptions of Important Characteristics of PLC
Huusela, Katariina (2020)Opettajat ovat yksi tärkeimmistä resursseista, mitä kouluilla on, ja opettajilla on keskeinen rooli laadukkaan koulutuksen toteuttamisessa. Tämän vuoksi on tär- keää, että opettajille tarjotaan mahdollisuuksia kehittää ... -
Promotion of school engagement through dialogic teaching practices in the context of a teacher professional development programme
Vasalampi, Kati; Metsäpelto, Riitta-Leena; Salminen, Jenni; Lerkkanen, Marja-Kristiina; Mäensivu, Marja; Poikkeus, Anna-Maija (Elsevier BV, 2021)This study was conducted in the context of a teacher professional development programme that aimed to improve dialogic teaching in the classroom, and it describes the programme and examines the change in teachers' dialogic ... -
Understanding attitudes and self-efficacy of in-service teachers and professionals towards inclusive education in the Republic of Armenia
Alaverdyan, Vahan (2018)The concept and practices of inclusive education have been spreading worldwide for over two decades, pushing governments to adopt child-centered policies and consider basic school education as a fundamental human right for ...