04 SES 13 D, Preparing Teachers to Include All Learners with Head, Heart and Hands: An International Perspective.
With the head, heart and hands framework in mind, practicing teachers co-developed and collaborated with University educators to design an inclusive education course for pre-service teachers. The aim of this partnership was to bridge the gap from theory to practice by changing teaching practices through using university-school collaboration. Specifically, university educators collaborated throughout the semester with practicing teachers in the co-development and co-design of a pre-service teachers inclusive education course. Drawing on the works of Blanton and Pugach (2017) this presentation will share the processes that enabled effective collaboration between university lecturers and practicing teachers to co-create an authentic inclusive education course for pre-service teachers. Data was collected from five educators and six pre-service students enrolled in the inclusion course. The five educators completed a short weekly survey and/or interview asking for the strengths and areas of practical improvement of the course to be in line with inclusive education best practices. Qualitative interviews were conducted with the educators post course completion to identify any improvements for future course implementation. Feedback of the content changes was sought from six pre-service teachers through individual semi-structured interviews post course completion. All responses were qualitatively analysed using thematic content analysis procedures (Clarke & Braun, 2017). The newly co-developed course will be presented, along with a details of the development framework that informed the collaboration, partnership, the curriculum, and the educators delivery of the content. Finally finishing with a reflection and discussion of key insights and suggestions for other educators interested in co-designing their inclusive education courses. Our hope is that in co-developing this next wave of innovative research and university-school collaborations, teacher educators can contribute to a new best practice model for inclusive education courses (Cranston-Gingras, Alvarez McHatton, Allsopp, Colucci, Hoppey, & Hahn, 2019). Further it is hoped this presentation will provide an evidence based framework through which courses reflect the full picture of what it means to prepare pre-services teachers for inclusive practice.
Clarke, V., & Braun, V. (2017). Thematic analysis, The Journal of Positive Psychology, 12:3, 297-298, DOI: 10.1080/17439760.2016.1262613 Cranston-Gingras, A., Alvarez McHatton, M. P., Allsopp, H. D., Colucci, K., Hoppey, D., & Hahn, S. (2019). Breaking the Mold: Lessons Learned from a Teacher Education Program’s Attempt to Innovate. The New Educator, 15:1, 30-50, DOI:10.1080/1547688X.2018.1430880 Blanton L.P., & Pugach M.C. (2017). A Dynamic Model for the Next Generation of Research on Teacher Education for Inclusion. In: Florian L., Pantić N. (eds) Teacher Education for the Changing Demographics of Schooling. Inclusive Learning and Educational Equity, vol 2. Springer, Cham
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