Socially Inclusive Teaching: Belief, Design, Action as Pedagogic Work

Autor/inn/en	Gale, Trevor; Mills, Carmen; Cross, Russell
Titel	Socially Inclusive Teaching: Belief, Design, Action as Pedagogic Work
Quelle	In: Journal of Teacher Education, 68 (2017) 3, S.345-356 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487116685754
Schlagwörter	Teaching Methods; Beliefs; Instructional Design; Instructional Effectiveness; Critical Theory; Preservice Teacher Education; Social Integration; Disadvantaged; Context Effect; Teacher Student Relationship; Educational Practices; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Belief; Glaube; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtserfolg; Kritische Theorie; Lehramtsstudiengang; Lehrerausbildung; Soziale Integration; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungspraxis; Ausland; Australien
Abstract	Like other western nations such as the United States and the United Kingdom, Australia's record of education outcomes for marginalized groups is troubling, whether the comparisons are made within the nation or with other OECD nations. Although recent Australian Governments have sought to overhaul funding for schools and universities, on their own, more resources for educational institutions are not enough to redress problems of disadvantage and to achieve social justice. Also required is a focus on the pedagogic work (PW) of teachers and, by implication, their teacher educators. Central to this article is the argument that pedagogy is the most strategic place to begin this work because of its location as a central message system in education. In this article we conceive of PW as comprising of "belief," "design," and "action." From these are derived three principles on which to build a socially inclusive pedagogy that creates opportunities for all students, whatever their circumstances, to participate more fully in education. Our focus on advancing a conceptual understanding of socially inclusive pedagogy is informed by a theory and politics of transformation, which seek to engage with the deep structures that generate injustice within schools and teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01