Teachers, Teaching and Pedagogy

This study was designed to develop more effective ways to address culture and cultural differences in the preparation of preservice teachers. Its purpose was to provide a more adequate 
preparation for working in high-need schools by assisting educators in the development of “habits of mind” that incorporate an understanding and valuing of students’ cultures and a recognition of the need to consider those cultures in teaching practices. This paper reports data from the second year of a five-year study that examined the experience of six preservice teachers. The data indicate that using ethnography as an observational tool helps preservice teachers become more aware of cultural differences. 

 

Category: 

Teachers, Teaching and Pedagogy

Authors:

Susan Davis Lenski & Kathleen Crawford & Thomas Crumpler & Corsandra Stallworth

Year: 

2005

In this article, the relationships between ‘special’ and ‘inclusive’ education is examined. The author looks at the notion of specialist knowledge among teachers and at the roles adopted by staff working with pupils with ‘additional’ or ‘special’ needs in mainstream settings. She explores the implications of the use of the concept of ‘special needs’ – especially in relation to attempts to implement inclusion in practice – and she notes the tensions that arise from these relationships. She goes on to ask a series of questions: How do teachers respond to differences among their pupils? What knowledge do teachers need in order to respond more effectively to diversity in their classrooms? What are the roles of teacher education and ongoing professional development?
How can teachers be better prepared to work in mixed groupings of pupils? In seeking answers to these questions, Lani Florian concludes that we should look at educational practices and undertake a thorough examination of how teachers work in their classrooms. She suggests that it is through an examination of ‘the things that teachers can do’ that we will begin to bring meaning to the concept of inclusion.

Category: 

Teachers, Teaching and Pedagogy

Year: 

2008

Inclusive education research has become a catch-all phrase for many different kinds of enquiry. Research conducted within the troubled and troubling field of inclusive education contains a series of frequently emotive and highly charged contests. It is a research genre charged and characterised by controversy, claim and counterclaim. All too often, there is an apparent unwillingness by researchers of inclusive education to reveal their positions, where they are coming from, by specifying the foundations of knowledge and assumptions about the nature of reality on which their work is based. At the same time, however, they will work hard to defend their often deeply entrenched positions. This combination of a lack of reflexivity and rigorous defensiveness is difficult for the outsider, or even the insider, to challenge, to engage in debate or indeed to make sense of what is going on.

Category: 

Teachers, Teaching and Pedagogy

Authors:

Julie Allan & Roger Slee

Year: 

2008

USAID/Tanzania’s Education Assistance Objective (AO) is “Improved lower primary education for higher achievement in reading, mathematics, and science.” Two intermediate results (IRs) are incorporated in the results framework (RF) to support accomplishment of this objective:
• Strengthened professional development and resource support for schools to improve instruction in reading, mathematics, and science, and
• Strengthened policies, information, and management related to reading mathematics, and science instruction

Category: 

Teachers, Teaching and Pedagogy

Authors:

USAID/Tanzania Education Strategy

Year: 

2010

This document provides background information on the global experience of teacher education for inclusion. It provides a brief overview of research and studies on what enables and promotes, and also what limits and prevents teacher education being effective, efficient and inclusive.

Category: 

Teachers, Teaching and Pedagogy

Authors:

Sue Stubbs

Year: 

2011

In this article Barbara Kolucki makes a compelling argument to teach children in their early upbringing to value diversity. It is her hope that this will lead to a generation who wants to be themselves instead of following a perfect set model and to allow others to do the same.

Category: 

Teachers, Teaching and Pedagogy

Authors:

Kolucki, Barbara

Year: 

2001

During the years 1999 to 2002, children with disabilities have studied in the regular classroms of 17 local primary schools in the Mpika district of Northern Province, Zambia, as part of the Mpika Inclusive Education Project (MIEP). Before MIEP started, a few local teachers had successfully used Child-to-Child methods to promote health education and action. This experience, which led to MIEP, had demostrated that all children benefitted from a participatory approach and learning that was relevant to their lives, Children who previously had had diffuculties improved and latent talents were revealed. This report is about the provess of the project, and has been written to share the sills, knowledge and experience acquired during MIEP with others atttempting similar projects.

Category: 

Teachers, Teaching and Pedagogy

Authors:

Kangwa, Patrick & Bonati, Grazyna

Year: 

2003

Promoting Inclusive Teacher Education is a series of 5 Advocacy Guides published by UNESCO. The guides are designed for anyone who wants to do advocacy to bring about improvements in pre-service teacher education towards more inclusive education.

Target groups: teacher education institutions, ministries of education and other key education stakeholders to support the adaptation, development, and implementation of inclusive policies, inclusive curricula, inclusive teaching/learning materials and inclusive teaching methodologies.

Advocacy Guide 1: Introduction introduces inclusive teacher education and addresses what makes effective advocacy, who can do it and how it can be done. This introduction also provides an overview of the guidebooks on policy, curriculum, materials, and methodology.
Download the guide (English)

Advocacy Guide 2: Policy focuses on challenges and barriers, strategies and solutions in the area of teacher education policies. 
Download the guide (English)

Advocacy Guide 3: Curriculum focuses on challenges and barriers, strategies and solutions in the area of pre-service teacher education curricula.
Download the guide (English)

Advocacy Guide 4: Materials focuses on challenges and barrier, strategies and solutions s in the area of teaching /learning materials used in teacher education.
Download the guide (English)

Advocacy guide 5: Methodology focuses on challenges and barriers, strategies and solutions in the area of teaching methodologies used at teacher education institutions.

Category: 

Teachers, Teaching and Pedagogy

Authors:

UNESCO

Year: 

2013

Managing the development of inclusive policies and practices; professional development for inclsuive education; education assessment as part of quality education; organizing support in inclusive systems; families and communities particiapting in inclsuive education; developing an inclusive curriculum; managing finance to support inclsuive systems; managing transitions through education; initiating and sustaining change in schools 

Category: 

Teachers, Teaching and Pedagogy

Authors:

UNESCO

Year: 

2001

Best practice in the early childhood special education field supports the inclusion of young children with special needs in natural learning environments, that is, in programs where children without disabilities of the same age and their families participate. Consequently, early childhood teacher education programs must prepare professionals to teach children who are diverse in physical, social, emotional, and cognitive abilities and needs. This article describes the first 3 years of collaboration between a university's early childhood teacher education program and a hospital's program for families of children with special needs. Using a transdisciplinary model, the mission of this partnership is to prepare a new generation of teachers who excel in helping children with and without disabilities thrive.

Category: 

Teachers, Teaching and Pedagogy

Authors:

Trepanier-Street, M.

Year: 

2010

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