Transformative Pathways: Inclusive Pedagogies in Teacher Education

This paper reports a three-year study of Praxis Inquiry based developments in teacher education undertaken by an international consortium of university colleagues who have worked in Australia, Iceland, Latvia, and the United Kingdom. Our study suggests that the attainment of inclusive community resp...

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Bibliographic Details
Published in:Journal of research on technology in education 2007-12, Vol.40 (2), p.165-182
Main Authors: Guðjónsdóttir, Hafdís, Cacciattolo, Marcelle, Dakich, Eva, Davies, Anne, Kelly, Claire, Dalmau, Mary C.
Format: Article
Language:English
Subjects:
Collaboration
Curricula
Educational Practices
Ideology
inclusive pedagogies
Integrated approach
Learning
Lifelong Learning
Praxis Inquiry
Preservice Teachers
Resource allocation
Schools
social justice
Students
Teacher education
Teacher Educators
Teaching
Teaching Methods
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Summary:This paper reports a three-year study of Praxis Inquiry based developments in teacher education undertaken by an international consortium of university colleagues who have worked in Australia, Iceland, Latvia, and the United Kingdom. Our study suggests that the attainment of inclusive community responsive pedagogies-in schools and in teacher education programs-is situated in the public/personal dialectic between the transformation of individual values, world views, ethics and practice, and the sociocultural and structural factors that mediate equity, access, and opportunity in educational systems.
ISSN:1539-1523
1945-0818
DOI:10.1080/15391523.2007.10782503