Feminist Dialogic Pedagogical Spaces in Teacher Education: Practical Inclusivity, Eye-opening and Change

2020 ◽  
pp. 097318492096933
Author(s):  
Olga Shugurova
Keyword(s):  
Teacher Education ◽  
Lived Experience ◽  
Inclusive Education ◽  
Feminist Studies ◽  
Academic Goals ◽  
Daily Lives ◽  
Dialogic Pedagogy ◽  
Eye Opening ◽  
Canadian Provinces ◽  
Creative Understanding

In this reflective article, I explore a feminist dialogic pedagogy of inclusive education (IE) in the sociocultural context of my and my students’ lived experience. I ask what a feminist dialogic pedagogy means to my students. The purpose of this article therefore is to advance knowledge about a feminist dialogic pedagogy in teacher education with a focus on the formation of students’ critical consciousness of IE philosophy that is currently mandated by all Canadian provinces. My intention is to contribute to an evolving scholarship of feminist pedagogy in teacher education programmes with a grounded and creative understanding of teacher candidates’ lived experience. The article argues that feminist dialogic pedagogy creates a space of inclusion for all students. Despite and across social differences, this pedagogy leads a conscious change among students, impacting their daily lives. Consequently, students successfully achieve their academic goals because they feel critically attentive to and conscious of their situated knowledge ( Haraway, 1988 , Feminist Studies, vol. 14, pp. 575–599) in educational institutions.

scholarly journals Framing heuristics in inclusive education: The case of Uganda’s preservice teacher education programme

2019 ◽  
Vol 8 ◽  
Author(s):  
Proscovia S. Nantongo
Keyword(s):  
Teacher Education ◽  
Preservice Teacher ◽  
Inclusive Education ◽  
Curriculum Design ◽  
Policy Design ◽  
Daily Practice ◽  
Education Programme ◽  
Primary Teacher ◽  
Primary Teacher Education ◽  
Group Interviews

Background: Recent education-related research has raised concerns about the persistent exclusion of vulnerable learners in Uganda. The Revised Primary Teacher Education Curriculum of 2013 marked an ambitious yet inconclusive attempt to advance the implementation of inclusive education but has encountered deeply entrenched sociocultural exclusionary practices among education experts.Objectives: This study aimed to explicate education practitioners’ interpretations of Uganda’s flagship inclusive education programme in preservice primary teacher education.Method: Drawing on the conceptual vocabulary of frame analysis and the qualitative analysis of individual and group interviews and classroom observations, the interpretations of inclusive education implementation in preservice primary teacher education in Uganda were examined. The participants included policy design experts, curriculum design experts and classroom practitioners.Results: Three main findings emerged. Firstly, interpretations of inclusive education displayed a narrow framing heuristic of inclusive education as a perfunctory, daily practice rather than a pathway for reflective, inclusive pedagogical engagement. Secondly, the heuristic encouraged the treatment of inclusive pedagogy as a ‘label’ under a specific rubric referring to sensory impairments or disabilities – a historical device for sociocultural exclusion. Thirdly, inclusive education was a praxis but was misframed from its original intentions, causing tension and resentment among practitioners. These findings contribute to the debates on the sustainability of inclusive education beyond preservice teacher education.Conclusion: Uganda’s flagship inclusive education programme in preservice primary teacher education was fraught with tensions, ambiguities and an overt, urgent need for change.

Curriculum of Teacher Education Programme: What Do Teacher Educators Say?

2021 ◽  
pp. 225-234
Author(s):  
Indrajeet Dutta ◽  
Sonal Chabra ◽  
Vanita Chopra
Keyword(s):  
Teacher Education ◽  
Inclusive Education ◽  
Teacher Educators ◽  
Education Programme ◽  
Attitude Scale ◽  
Colleges Of Education ◽  
Education Curriculum ◽  
Teacher Education Curriculum ◽  
University Departments ◽  
New Vision

India has one of the largest systems of teacher education in the world. Besides the university departments of education and their affiliated colleges, government and government aided institutions; private and self-financing colleges and open universities are also engaged in teacher education. Though most teacher education programmes are nearly identical yet their standards vary across institutions and universities. However, teacher education curriculum across the country has been blamed for ineptitude and needs urgent reforms. Teacher educators are a pivotal point of this programme and their opinion regarding the curriculum is very important. Keeping the above in mind, the present study aimed to find out the attitude of teacher educators towards existing teacher education curriculum and the needed renewal in teacher education curriculum. Data was collected from randomly selected 107 teacher educators working in colleges of education affiliated to GGSIPU and M.D.U. A five point attitude scale was developed by the researchers for the purpose of ascertaining their attitude. The findings revealed that teacher educators are largely in disagreement with the current curriculum and hold that a new vision needs to be made for the education of teachers as per the present needs of globalisation, RTE norms, and adoption of inclusive education.

scholarly journals FAMILY DEMENTIA CAREGIVERS’ EPIPHANIES AND CHANGES IN THEIR APPROACH TO CARING FOLLOWING THE VIRTUAL DEMENTIA TOUR

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S554-S554
Author(s):  
Candace C Harrington ◽  
Candace C Harrington
Keyword(s):  
Lived Experience ◽  
Family Caregiving ◽  
Phenomenological Study ◽  
Structured Interviews ◽  
Dementia Caregivers ◽  
Term Care ◽  
Health Indices ◽  
Person Perspective ◽  
Eye Opening

Abstract Previous interventional studies have failed to show long-term improvements in caregiver stress, health indices, burden, or delay in long-term care placement. The Virtual Dementia Tour® (VDT) provides a vicarious first-person perspective of symptoms related to dementia. This interpretative phenomenological study revealed family dementia caregivers’ perceptions of the VDT® and its impact on their perception of a person living with dementia. In-depth open semi-structured interviews were conducted with ten VDT® participants following a community event. Participants’ statements described a life-changing process with eye-opening epiphanies about the lived experience of dementia and served as a “call to action” to change their approach to caring. Innovative advances in family caregiving research are critical to support this valuable geriatric workforce. This original study provided new knowledge about the value of the VDT® to inform interventions that harness the unrecognized power of vicarious experiences like the VDT® for family dementia caregivers to improve long-term outcomes.

scholarly journals EUROPEAN INSPIRATIONS FOR POST-GRADUATE TEACHER EDUCATION FOR INCLUSION IN GREECE

2020 ◽  
Vol 7 (8) ◽  
Author(s):  
Charis-Olga Papadopoulou
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Graduate Education ◽  
Inclusive Education ◽  
Language Teachers ◽  
Initial Teacher Education ◽  
Language Teacher Education ◽  
Post Graduate ◽  
Self Study ◽  
Graduate Teacher Education

<p>The present paper explores the extent to and the ways in which European mandates for teacher education for inclusion can inspire post-graduate teacher education for inclusion in the context of Greek higher education. With means of a longitudinal self-study on such a course for language teachers the empowering effects of teacher education for inclusion are identified, barriers to it are looked into and suggestions for improvement, as exemplified by the Greek context, are made. The present research aims to contribute to our thinking on inclusive education in that the Profile of Inclusive Teachers, so far related mainly to initial teacher education, is related to post-graduate education and language teacher education, so far minimally explored in self-studies, is explored.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0628/a.php" alt="Hit counter" /></p>

scholarly journals Collaborating for Inclusion: The Intersecting Roles of Teachers, Teacher Education, and School Leaders in Translating Research into Practice

2020 ◽  
Vol 30 (2) ◽  
pp. 32-50
Author(s):  
Donna McGhie-Richmond ◽  
Fizza Haider
Keyword(s):  
Teacher Education ◽  
Inclusive Education ◽  
Positive Impact ◽  
School Leaders ◽  
System Level ◽  
Teacher Education Programs ◽  
Knowledge Mobilization ◽  
Inclusive Practices ◽  
Key Stakeholders

Despite empirical research pointing toward the positive impact of an inclusive instructional approach and practices on all students’ learning and social participation, educators and schools lag in adopting these approaches and strategies. For the purpose of knowledge mobilization, it is important to examine the factors that influence this research-to-practice gap. With this aim, we first outline the significant role of teachers and teacher education in implementing inclusive practices. We then synthesize findings from previous literature identifying both individual and contextual, system-level influences that impede the implementation of evidence-based inclusive practices by teachers. We emphasize the prominent role of school leaders in removing some of these barriers by supporting teachers and collaborating with key stakeholders. Further research is needed to explore the complex, interrelated factors that foster collaboration among school leaders, teachers, and teacher education programs in order to advance the development of truly inclusive education systems.

scholarly journals Preservice teacher mobile investigation and interpretation of everyday mathematics across settings

2017 ◽  
Author(s):  
Jeremiah (Remi) Kalir
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Preservice Teacher ◽  
Mobile Learning ◽  
Mathematics Teacher ◽  
Mathematics Learning ◽  
Mathematics Teacher Education ◽  
Everyday Mathematics ◽  
Daily Lives ◽  
K 12

This study reports upon design-based research that enacted mobile mathematics learning for preservice teachers across classroom, community, and online settings. The integration of mobile learning within mathematics teacher education is understudied, and it is necessary to better understand mobile technology affordances when locating disciplinary inquiry across settings. A curriculum module was designed to support preservice teachers’ participation in two mathematics education and mobile learning repertoires: a) mobile investigation of disciplinary concepts situated in community locations and circumstances, and b) mobile interpretation of connections between school and everyday mathematics. This exploratory case study analyzes three module iterations and identifies the qualities of preservice teachers’ cross-setting disciplinary connections. Reported mobile learning outcomes include connections preservice teachers produced among mathematics concepts, mathematical actions, and material objects, and also connections produced between school mathematics and everyday circumstances. Findings indicate preservice teachers established disciplinary connections when participating in commercial and civic activities relevant to their daily lives. Yet other mathematics concepts and practices were either seldom investigated, only vaguely described, or not representative of K-12 students’ interests and cultures. Design recommendations and implications are suggested for subsequent attempts at situating preservice teacher learning outside of the mathematics teacher education classroom and across multiple settings through mobile learning.

Best Practices in Teacher Preparation for Inclusive Education

2020 ◽  
pp. 52-68
Author(s):  
Holly H. Pinter ◽  
Lisa A. Bloom ◽  
Charmion B. Rush ◽  
Cameron Sastre
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Best Practices ◽  
General Education ◽  
Inclusive Education ◽  
Best Practice ◽  
School Partnerships ◽  
University School Partnerships ◽  
Teacher Education Faculty ◽  
Education Courses

Research regarding best practice for preparing both special education and general education teachers for inclusion has been sparse in the US. The purpose of this chapter is to systematically review and summarize research regarding teacher preparation for inclusion. A thorough search uncovered 35 relevant studies. Themes that emerged from analysis of this research of best practices for teacher preparation for inclusive education included content for inclusion infused in teacher education courses, attention early and often to attitudes and dispositions toward inclusion, opportunities for collaboration and co-teaching, strong university-school partnerships, and collaboration to teacher education faculty.

Meeting the Need for Inclusive Educators Online

2017 ◽  
pp. 106-122
Author(s):  
Jason Naranjo
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Career Development ◽  
Inclusive Education ◽  
Online Courses ◽  
Inservice Teachers ◽  
Teacher Education Programs ◽  
Teacher Competence ◽  
Teacher Shortages ◽  
Inclusive Schools

The purpose of this chapter is to detail how online courses and programs influence teacher education for both preservice and inservice inclusive educators. Specifically, this chapter will examine how online courses and programs that are focused on inclusive special education and dual certification in general and special education have the potential to address teacher shortages in special education, expand teacher competence, and provide pathways for career development. Teacher education programs have the opportunity and the civic responsibility to create courses and programs in inclusive education that are accessible, relevant to the career development needs of both preservice and inservice teachers, and promote meaningful and just education for all students in inclusive schools and classrooms.

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