Reforming Teacher Education for Inclusive Education
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Reforming Teacher Education for Inclusive Education

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Presentation delivered to the Scottish Teacher Education Committee conference 2009 by Lani Florian and Martyn Rouse, School of Education, University of Aberdeen.

Presentation delivered to the Scottish Teacher Education Committee conference 2009 by Lani Florian and Martyn Rouse, School of Education, University of Aberdeen.

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Reforming Teacher Education for Inclusive Education Reforming Teacher Education for Inclusive Education Presentation Transcript

  • Reforming Teacher Education for Inclusive Education STEC Conference 2009 Lani Florian (l.florian@abdn.ac.uk) Martyn Rouse (m.rouse@abdn.ac.uk)
  • Background to the Inclusive Practice Project
    • Concerns about underachievement and lack of participation of certain groups of pupils
    • International research suggesting that teachers are not sufficiently well prepared to deal with issues of diversity
    • The belief that inclusion should be the responsibility of all teachers
    • On-going reforms of teacher education at Aberdeen
    • Funded by Scottish Government
  • Some questions about ITE and inclusion
    • What do beginning teachers need to know and be able to do?
    • What stops them from doing it when they know what to do?
    • What are the tensions between what they learn in the university and what they learn in schools?
    • How might these tensions be resolved?
    • What is being done at Aberdeen in the IPP?
  • The Inclusive Practice Project
    • Aims to develop new approaches to training teachers so that they have
    • a greater awareness and understanding of the educational and social problems/issues that can affect children’s learning
    • developed strategies they can use to support and deal with such difficulties
  • The IPP
    • Inclusive education -
    • the process of accommodating individual differences within the structures and processes that are available to all learners
    • rethinking ‘additional support’ by extending what is ‘generally available’
  • Initial focus of the reforms
    • Some barriers to inclusion -
    • B iological and social deterministic thinking
    • Specialist knowledge and professional identities
    • Forms of provision
  • Three key assumptions
    • Difference must be accounted for as an essential aspect of human development in any conceptualisation of learning
    • Teachers must be challenged in their thinking that they are not capable of teaching all children
    • Learning new strategies for working with others
  • The PGDE
    • Reforms involve :
      • School of Education staff
      • Local authority staff and teachers
      • Recent course graduates
      • Project advisory group
      • International reference group
  • The PGDE
    • Major changes include:
      • Merging primary and secondary students for professional studies
      • Inclusion addressed from start of course
      • For all, not just some
      • A new FPS course: Learning without Limits
  • PGDE Programme - Components and Connections Beginning to Teach .....The Developing Professional .....Inclusive Practice Learning Through the Curriculum School Experience Professional Studies Further Professional Studies School Exp Assessments Learning & Teaching in Schools Summative Assessments 1 & 2 Induction Year APS & CPD SITE Pastoral Support Ways of Working
  • University of Aberdeen PGDE course overview
  • Research strategy
    • 4 areas of research activity
    • The content and reform of the curriculum
    • PGDE students’ attitudes and practices
    • Teacher educators’ attitudes and practices
    • Follow-up studies of graduates in schools
  • Study Procedures: curriculum reform
        • Research questions related to key challenges
        • Video and audio taping
        • Full transcription and field notes
        • Coding
        • Member checking
        • Transana
  • IPP coding frame
  • Students’ attitudes, beliefs and practices
    • Entry/exit survey
    • Overwhelmingly pro-inclusion
    • Some demographic and subject differences
    • Pro-inclusion attitudes mostly survive school placement - particularly for the ‘Learning without Limits’ group
    • Reform is complex and long-term process
    • The relationship between teacher education and educational equity requires examination
    • Reform of ITE is but the first step
    • The need to explore the tensions between what students learn in the university and what they learn in school
    • Progressive, coherent CPD and school development is also required
    • See Teaching and Teacher Education 25 (4) a special edition on teacher education and inclusion, May 2009
    Some concluding thoughts