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
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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