Session Information
19 SES 08, Parallel Paper Session
Paper Session
Contribution
In educational research studies and thinking about teacher education for responding to diversity, from the discourse of inclusive education, it is possible to see different interpretations (Ainscow y Miles, 2008; Acedo, 2011; Booth, 2011) depending on the social, economic, political, cultural, and historical particularities. On one hand, from teacher education it differentiates between general teacher education to pupils without special educational needs and teacher education for adapting to the individuality of pupils that have been identified as needing special educational support. On the other hand, it is argued that teacher education should enable them to respond to the needs of every child. In the glolocal context, Unesco and OCDE reports show the aim of improving overall education as well as teacher education for addressing the needs of an inclusive school.
In teacher training institutions in Spain, according to the principles of inclusion and attention to diversity in the current legislation (Education Act, 2006) has led to the development of professional competence when considering the specific subject regarding attention to diversity.
Nevertheless, the culture of performance in school addressing to diversity is characterised by carrying out an intervention centred on pupils with special support needs (Monzón, 2010). In this way, teaching practices to children with special support needs are differentiated between teaching practices to children without special support needs.
In this context of uncertainty, in which the recognition of teaching practices differentiate can justify its reproduction (Popkewitz, 2009), it has interpreted the possible value of creativity in the teaching these specific teaching practices (Woods, 1993; Woods y Jeffrey, 1996; Craft, 2002; Jeffrey y Woods, 2003; Jeffrey, 2006; Beach and Dovemark, 2007; Jeffrey and Troman, 2009; Troman, Jeffrey & Raggl, 2007), as an opportunity that could facilitate the reconstruction of these teaching practices for all.
In the present paper, we will explore how student teachers perceive the creative teaching practices, what are creative practices for them, which are creative practices, why are creative practices and what is the sense of them, using an ethnographic approach. The aim in this paper is to analyse the role of the student teachers in the training process with creative practices for dealing with diversity, from the assessments made during his stay in practical schools and classes.
We are interested in knowing the impact of initial training by preparing future teachers to deal with diversity from a creative perspective.
Method
Expected Outcomes
References
Acedo, C. (2011). Preparing teachers for inclusive education. Prospects, 41, 301–302 Ainscow, M., & Miles, S. (2008). Making Education for All inclusive: Where next? Prospects 37(1), 15–34. Banks,M. ( 2007). Using Visual Data in Qualitative Research. London:Sage. Beach, D. & Dovemark, M. (2007). Education and the commodity problem: Ethnographic investigations of creativity and performativity in Swedish schools. London: the Tufnell Press. Booth, T. (2011). The name of the rose: Inclusive values into action in teacher education. Prospects, 41, 303–318. Craft, A. (2002). Creativity and Early Years Education. London: Continuum. Jeffrey, B. (2006). Creative teaching and learning: towards a common discourse and practice. Journal of Education Policy, 36(3), 399-414. Jeffrey, B. & Troman, G. (2009). Creative and Performativity practices in primary schools: a Foucauldian perspective. BERA 2009. Jeffrey, B. & Woods, P. (2003). The Creative School. A framework for success, quality and effectiveness. London: RoutledgeFalmer Monzón, J. (2011). Asesoramiento hacia la escuela inclusiva y formación en centros. Revista Interuniversitaria de Formación de Profesorado, 25, 1, pp.111-126. Pareja, J.A. y Delgado, M. (2006): «Aportaciones del texto «libre» freinetiano a la investigación cualitativa, una aplicación al estudio de la violencia escolar en contextos interculturales». Revista de ciencias de la educación, 207, 357-382. Popkewitz, T. (2009). El cosmopolitismo y la era de la reforma escolar: la ciencia, la educación y la construcción de la sociedad mediante la construcción de la infancia. Madrid: Morata. Troman, G., Jeffrey, B., & Raggl, A. (2007). Creativity and performativity policies in primary schools cultures. Journal of Education Policy, 22(5), 549-572. Woods, P. (1993). Critical events in teaching and learning. London: The Falmer Press. Woods, P. (1996). Researching the art of teaching. Ethnography for educational use. London: RoutledgeFalmer. Woods, P. & Jeffrey, B. (1996). Teachable moments. The art of teaching in primary schools. Buckingham: Open University Press.
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