Disability Studies in and for Inclusive Teacher Education in Aotearoa New Zealand

Autor/inn/en	Morton, Missy; McIlroy, Anne-Marie; Macarthur, Jude; Olsen, Paul
Titel	Disability Studies in and for Inclusive Teacher Education in Aotearoa New Zealand
Quelle	In: International Journal of Inclusive Education, 27 (2023) 11, S.1207-1222 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2021.1882059
Schlagwörter	Foreign Countries; Inclusion; Teacher Education Programs; Students with Disabilities; Teacher Educators; Principals; Higher Education; Faculty Development; Student Diversity; Indigenous Populations; Student Needs; Elementary Secondary Education; School Culture; Social Influences; Cultural Influences; Cultural Awareness; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Principal; Schulleiter; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sinti und Roma; Schulkultur; Schulleben; Sozialer Einfluss; Cultural influence; Kultureinfluss; Cultural identity; Kulturelle Identität; Neuseeland
Abstract	In inclusive education, Disability Studies is a framework that has been useful for identifying gaps in theory, in practice and the spaces in between. Disability Studies in Education also provides new spaces in which to manoeuvre, re-framing theory, reflecting on and (potentially) shifting practice in classrooms, schools, and national policies and guidelines. In this paper three teacher educators and a school principal describe their work in undergraduate and graduate teacher education, both initial teacher education and in-service professional development. We describe the genesis of our theorising in an ongoing project developing and disseminating a sociocultural approach to assessment, "Narrative Assessment." We continue to learn about curriculum, pedagogy and assessment in this project. These learnings inform our theory and practice of teacher education for inclusive education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01