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 inProcedia : Social and Behavioral Sciences
© 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. ...
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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.
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