Discourses of inclusion in initial teacher education: Unravelling a New Zealand ‘number eight wire’ knot |
| |
Authors: | John O'Neill Roseanna Bourke Alison Kearney |
| |
Affiliation: | 1. School of Arts, Development and Health Education, College of Education, Massey University, Private Bag 11222, Palmerston North, Manawatu, New Zealand;2. Centre for Educational Development, College of Education, Massey University, Manawatu, New Zealand;3. School of Curriculum and Pedagogy, College of Education, Massey University, Manawatu, New Zealand |
| |
Abstract: | Institutional politics and diversity of ideological positions create challenges for teaching staff with polarised beliefs about inclusive education. This paper provides a methodological justification for a longitudinal study of the experience of developing an integrated ‘inclusive education’ curriculum in one initial teacher education programme. The research focus is on the day-to-day practicalities of how teacher education programme reform is attempted, rather than abstract theories about how it should take place. First, the paper considers why an ‘inclusive education’ approach is problematic. Second, the case narrative approach is explained. Finally, examples from two years of programme development are discussed. |
| |
Keywords: | Initial teacher Education Inclusive education Case narrative Programme reform |
本文献已被 ScienceDirect 等数据库收录! |
|