Beginning Teachers Reflect on Inclusive Practices--"I Didn't Realize That He Only Had Half a Hand"

Autor/inn/en	Hamilton, Carol; Kecskemeti, Maria
Titel	Beginning Teachers Reflect on Inclusive Practices--"I Didn't Realize That He Only Had Half a Hand"
Quelle	In: International Journal of Inclusive Education, 19 (2015) 12, S.1265-1279 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2015.1055341
Schlagwörter	Foreign Countries; Preservice Teacher Education; Inclusion; Mainstreaming; Student Attitudes; Curriculum Development; Discussion (Teaching Technique); Teaching Methods; Disabilities; Interaction; Language Usage; Self Disclosure (Individuals); Social Influences; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Inklusion; Schülerverhalten; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Handicap; Behinderung; Interaktion; Sprachgebrauch; Sozialer Einfluss; Neuseeland
Abstract	Learning to value difference and diversity is a central goal of Initial Teacher Education (ITE) professional practice programmes in New Zealand. Yet the authors have continued to struggle to work with their ITE students to move them as a group towards such valuing in both theory and practice. In this article events that lead up to the changes initiated in an ITE inclusive education module in response to tensions arising during tutorial sessions in this paper in three previous years are outlined. A new pedagogical approach consisting of changes to curriculum material, the format of discussions and the tutorial environment itself is introduced. Four examples from participants' discussions are discursively analysed, uncovering key teaching moments-of-transformation possibilities inherent in the talk. What is revealed is that less confrontational, more productive conversations became possible through the changes initiated. Theorisation of the authors' experiences of the changes is then provided, drawing on postmodern notions of difference, normalisation, intra-action and affective climates. Finally we suggest that it is important for tutors of such papers to interrogate their practices and where possible to prioritise pedagogies that support an openness to difference and being affected by others as a foundational pedagogical element. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01