Teacher education and sustainability: developing practicum tasks to resist disparity discourses in pursuit of inclusive classrooms for children and young people with Special Educational Needs and Disabilities
Dr Deborah Robinson, Director of the Centre for Educational Research and Innovation, Institute of Education, University of Derby.
d.robinson3@derby.ac.uk
Keywords Teacher education, research orientation, partnership, inclusion, special educational needs
Abstract
In a context where there are long standing, Europe wide concerns about the efficacy of pre-service teacher education in preparing teachers for inclusive practice for learners with Special Educational Needs and Disabilities in mainstream schools, this paper reports on the findings of research which explored the key question ‘What models and pedagogic frameworks are effective in developing skilled, confident and effective teachers who can successfully include learners with special educational needs (SEN) within mainstream classrooms?
A key objective of this research was to construct a professional learning community comprising University tutors, pre-service teachers, serving teachers and teaching assistants within a large mainstream primary school. This learning community was constructed and managed to reflect the evidence and hypotheses in the literature about the principles and practices most likely to be efficacious.
Within the context of an Action Research Project built upon these principles, a highly nuanced professional learning activity was designed for pre-service teachers to complete during their practicum named ‘Personalising Learning Planning’ in collaboration with participating teachers and teaching assistants. Further, there were careful and deliberate efforst to include teaching assistants:
- Within the professional learning community
- As collaborators in the ‘Personalised Learning Planning’ task
- As mentors to pre-service teachers in the development of inclusive practice.
This paper reports on the impact of these activities and its purpose is to inform teacher educators and policymakers about pedagogic design for effective inclusive teacher education. It offers an account of Research Oriented Clinical Enquiry (ROCE) (Burns and Mutton, 2013) as a route to efficacious professional learning which in turn can lead to sustainable inclusive reform in mainstream schools.
That inclusive education is a global priority for development has been confirmed
in the World Education Forum’s Incheon Declaration
2030 where UNESCO‘s sustainable development goal to, ‘Ensure inclusive and
equitable quality education and promote life-long learning for all’ (UNESCO,
2015, para 5) is developed to include a framework for action that places
particular emphasis on gender and Special Educational Needs and Disabilities
(SEND).