A Decade of Professional Development Research for Inclusive Education

Waitoller, Federico R.; Artiles, Alfredo J.

doi:10.3102/0034654313483905

Cited by 249 publications

(180 citation statements)

References 94 publications

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“…Initial teacher education programmes continue to struggle to prepare teachers to work in education systems where many forms of exclusion remain ubiquitous (Slee 2011), and the preparation of teachers and other professionals remains fragmented in many countries (Waitoller and Artiles 2013). In these contexts, it is not surprising that tensions arise in attempts at the collaborative working needed for transforming school practices.…”

Section: New Ways Of Working With Others á Inclusive Pedagogy and Teamentioning

confidence: 99%

“…Some studies suggest that teachers' capacity for working with others is essential for dismantling overlapping and complex barriers to learning and participation in schools, yet such capacities are insufficiently developed as part of teacher preparation and professional development (Waitoller and Artiles 2013). Studies that examined teachers' struggle to promote inclusive practices and cultures in their schools show the value of collaboration, inquiry and compromise as part of teachers' routine work (Deppeler 2006;Kugelmass 2001).…”

Section: New Ways Of Working With Others á Inclusive Pedagogy and Teamentioning

confidence: 99%

“…Today, demographic changes in Europe (and elsewhere) exist alongside policy shifts that promote more inclusive education systems in many countries (EADSNE 2012;Waitoller and Artiles 2013). At the same time, issues of race, ethnicity, social class, language learning (bilingual and plurilingual), religious diversity, gender and disability may or may not be covered by national policies of social and educational inclusion.…”

Section: Introductionmentioning

confidence: 99%

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Developing teachers as agents of inclusion and social justice

2015

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Policies around the world increasingly call for teachers to become 'agents of change', often linked to social justice agendas. However, there is little clarity about the kind of competencies such agency involves or how it can be developed in teacher education. This paper draws on theories of teacher agency and inclusive pedagogy to clarify the meaning of teachers as agents of change in the context of inclusion and social justice. Inclusive practice requires the collaboration of teachers and others such as families and other professionals. Agents of change work purposefully with others to challenge the status quo and develop social justice and inclusion. We discuss the possibilities of combining theories of inclusive pedagogy and teacher agency for developing teachers as agents of inclusion and social justice in teacher education. These possibilities include: 1) nurturing commitment to social justice as part of teachers' sense of purpose; 2) developing competencies in inclusive pedagogical approaches, including working with others; 3) developing relational agency for transforming the conditions of teachers' workplaces; and 4) a capacity to reflect on their own practices and environments when seeking to support the learning of all students.

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Section: New Ways Of Working With Others á Inclusive Pedagogy and Teamentioning

confidence: 99%

Section: New Ways Of Working With Others á Inclusive Pedagogy and Teamentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Developing teachers as agents of inclusion and social justice

2015

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“…The ideologies and politics of inclusive education have been more visibly present during the last few years than before in the international teacher education literature (Engelbrecht 2013;Rouse 2008;Waitoller & Artiles 2013). However, there is not a great deal of research on how the teachers are supported to develop to become inclusive teachers (Rouse 2008).…”

Section: Introductionmentioning

confidence: 97%

Becoming an Inclusive Teacher at the Interface of School and Teacher Education

Isosomppi

Leivo

2015

Procedia - Social and Behavioral Sciences

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The aim of this study is to assess how the pedagogical solutions of the inclusive teaching practice in class teachers' adult education programme support the development to become an inclusive teacher. What kind of interpretations do the students make of inclusion and inclusive school? How does the participation in school community with reflective support by teacher education community enhance inclusive professional orientation? The research material consists of qualitative network material written by 22 adult students: teaching practice plans, reflective practice stories and teaching practice feedback. The analytical approach was thematic text analysis. Inclusion was interpreted as pupils' right to study with their peers but also as a professional challenge or ideal. The social exclusion was elicited only in a few stories. The meta-consciousness of developing an inclusive school was sparse. The experiences gained from the school's communities of practice combined with the theoretical and reflective tools offered by teacher education community formed meaningful learning.

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“…Today, integration, as a term that depicts physical repositioning of individuals, has been partly abandoned because it might be understood as stigmatizing or medicalising (e.g., Saari, 2011, p. 15, p. 20). Moreover, so called broad concept of inclusion entails more than just pupils with learning disabilities, it also refers to inclusions and exclusions base on gender, culture and a social status (Waitoller & Artiles, 2013;Isosomppi & Leivo, 2015).…”

mentioning

confidence: 99%

Tensions in the New Millennium: Inclusion Ideology and Education Policy in the Finnish Comprehensive School

Hakala¹,

Leivo²

2017

JEL

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This article examines the discrepancy between the ideology of inclusive education and the national education policy in the Finnish comprehensive school education. The study covers twenty years and is based on observations that indicate that the change in comprehensive school education, grounded in inclusive education ideals, has been slow. This has been the case, even though Finnish education policy has, on principle, committed to many international statements that promote inclusion ideology. The data consists primarily of statistics indicating the number of students in special education and national and international research on the subject. It confirms our supposition, but also the fact that statistics are not merely challenging but also capable of distorting reality. While examining the changes in student quantities over the last twenty years, we came to the conclusion that the fluctuation does not result from any real growth in student numbers. Changes in statistical methods, terminology in the field of study, norms, education systems or even social phenomena can also cause distortion.

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A Decade of Professional Development Research for Inclusive Education

Cited by 249 publications

References 94 publications

Developing teachers as agents of inclusion and social justice

Developing teachers as agents of inclusion and social justice

Becoming an Inclusive Teacher at the Interface of School and Teacher Education

Tensions in the New Millennium: Inclusion Ideology and Education Policy in the Finnish Comprehensive School

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