Becoming a Teacher: Narratives from Beginning Teachers with Disabilities

Author(s):

Tony Cotton(presenting / submitting)Helen Toft(presenting)

Conference:

ECER 2012

Network:

20. Research in Innovative Intercultural Learning Environments

Format:

Paper

Session Information

20 SES 10, Arts Based Educational Inquiry

Parallel Paper Session

Time:

2012-09-20

15:30-17:00

Room:

ESI 3 - Aula 1

Chair:

Raimonda Bruneviciute

Contribution

There are still fewer teachers with disabilities teaching in UK classrooms than would be representative of the population as a whole. Some teachesr with disabilities still encounter ignorance and prejudice during their time in teacher education. This paper explores these experiences from the perspective of a group of beginning teachers studying at a University in the North of England. As well as illuminating the experiences of this group of teachers early in their career the narratives offer a challenge to those who work in teacher education. This is the challenge to see such a group of teachers as offering a wide range of skills and expertise that may not be available within the non disabled population.

Method

The methodology draws predominantly on the narrative research approaches of Clandinin and Connelly and the inclusive philosophy arising from the work of Maresa Mackeith.

Expected Outcomes

Increased awareness of the experiences of beginning teachers with disabilities. New ways of approaching teacher education to ensure an inclusive teaching workforce truly representative of the population as a whole.

References

Clandinin, J and Connelly M (2000) Narrative Inquiry: Experience and Story in Qualitative Research, John Wiley and Sons: San Francisco MacKeith, M. (2011) Taking the Time: Essays, Poems and Writing, Inclusive Solutions: Nottingham

Author Information

Tony Cotton (presenting / submitting)

Tony Cotton Educational, United Kingdom

Helen Toft (presenting)

Leeds Metropolitan University

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