Effective Teacher Education for Inclusion

Critical Perspectives on the Role of Higher Education
1. Auflage 2024
ISBN: 978-0-367-28051-2
Verlag: Taylor & Francis

Buch, Englisch, 230 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 503 g

Reihe: Routledge Research in Teacher Education

Drawing on research carried out in partnership with schoolteachers, school leaders, and student teachers, this book presents cutting-edge research on teacher education and how it can be used to catalyse the development of inclusive practice in mainstream schools and classrooms.

Theoretically robust and guided by the author’s near 40 years of experience as an educationalist, this research-informed book offers an account of the practices and principles that underpin effective teacher education for special educational needs and disability (SEND). Chapters propose transformative approaches towards effective teacher education whilst also exploring the dangers of de-intellectualisation to the promotion of inclusive practices; in doing so, this book reasserts the indispensability of intellectual labour to the development of the inclusive teacher. Ultimately, this book argues that teacher education curricula must include critical-theoretical work and reflexive projects, offering intellectually rich and critical approaches whilst also defending the important role that higher education plays in the context of partnership with schools.

At a time when urgent questions around equity are being discussed on the global stage, this book will be of interest to scholars, researchers, and postgraduate students in the fields of inclusion and special education, teacher education, and the theory of education more broadly. Teacher educators and policymakers working towards equitable, quality education for all will also find the volume of use.

Zielgruppe

Postgraduate

Autoren/Hrsg.

Robinson, Deborah

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

0. Introduction to effective teacher education for inclusion: critical perspectives on the role of higher education in a neoliberal age

1. The incongruence of neoliberalism and inclusive teacher education

2. Conceptual and spatial complexities and their implications for teacher education for SEND and inclusive practices

3. Principles and practices for effective inclusive teacher education

4. Researching effective inclusive teacher education

5. Research findings: learning to be inclusive - conceptual challenges and intellectual labour

6. Conditions for learning: critical thought and action in a collaborative milieu

7. Proposals for developing effective inclusive teacher education in a post-neoliberal age

Über Autor(innen)

Deborah Robinson is a Professor of Special Educational Needs, Disability and Inclusion at the University of Derby, UK.