Becoming Inclusive Teacher Educators: Self-Study as a Professional Learning Tool

Azam, Saiqa; Goodnough, Karen; Moghaddam, Alireza; Arnold, Christine; Penney, Sharon; Young, Gabrielle; Maich, Kimberly

doi:10.20429/ijsotl.2021.150204

Cited by 5 publications

(3 citation statements)

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“…Their primary objective is to assist English language learners (ELLs) and foster language development in different classroom settings. Through their presentations, I gain constructive approaches and profound insights that enable me to foster inclusive educational environments and meet the linguistic needs of students (Azam et al, 2021), regardless of their native language.…”

Section: Figure 1 Percentage Of Webinars With One To Four Presentersmentioning

confidence: 99%

Unveiling the Potential of Online Professional Development: A Self-Study Approach for Educator Growth

The

2024

Proceedings of ICE

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The digital revolution in education has transformed professional development opportunities for teacher-educators. While a wealth of resources exists for teacher-educators, accessibility remains a significant challenge due to their busy schedules. This study explores the effectiveness of online distance platforms for professional development, specifically emphasizing the self-study of teaching practice (S-STP) approach that provides new perspectives for evaluating my self-motivated and self-directed professional development in obtaining strategies for improving the quality of my teaching practices. This research assesses free online educational webinars, focusing on 10 sessions accessed through the edweb.net platform in February 2024. It presents a detailed examination of the content and structure of these professional development sessions, offering insights into strategies for acquiring and applying new knowledge, skills, and viewpoints shared by professionals in the field. A key component of this study involves maintaining a reflective journal and engaging in active learning reflection through quizzes, program slides, and recorded videos available on the platform. By embracing the S-STP approach, I obtain micro-credentials and gain practical knowledge that can be directly implemented and customized in my daily teaching. The digital landscape providing professional development sessions encourages ongoing professional development and promotes a dynamic exchange of innovative practices within the educational community.

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Section: Figure 1 Percentage Of Webinars With One To Four Presentersmentioning

confidence: 99%

Unveiling the Potential of Online Professional Development: A Self-Study Approach for Educator Growth

The

2024

Proceedings of ICE

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“…They recommend building and fostering Communities for Pre-service Learning that include general and special education faculty along with school partners. These professional learning communities can address the learning needs of teacher educators, who might benefit from increasing their knowledge and skills in inclusive education (e.g., Bauer et al, 2014;Azam et al, 2021). These are also spaces where faculty can take up the big issues confronting teaching and learning for students with diverse and intersecting identities and abilities to examine, consider, and create what might be possible (Blanton and Pugach, 2017).…”

Section: What We Know About General Education Teacher Preparationmentioning

confidence: 99%

Integrating disability into equity-focused general education teacher preparation

Boardman,

Schwarz,

Sollenberger

2024

Front. Educ.

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Most students with disabilities spend the majority of their school day in general education classrooms, yet most general education teachers do not feel prepared to meet the diverse learning and social and emotional needs of these students. A key to the enactment of evidence-informed practice for creating and supporting meaningful learning experiences for students with disabilities is the preparation of general education teachers. In this article, we conceptualize the key features of high-quality teacher preparation that support general education teachers to teach students with disabilities. We illustrate how these features have been addressed in one equity-focused elementary teacher education program and provide recommendations and questions to consider for teacher preparation programs and future research. Recommendations for teacher preparation include (1) naming disability in guiding principles and program documents, (2) examining ableism, (3) integrating universal design for learning, and (4) navigating policies and practices together within higher education.

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“…Neste sentido, Abrantes argumenta que "o próprio conceito de educação inclusiva e, sobretudo, a sua concretização são muito variáveis consoante os contextos" (p. 27), divergindo entre países e mesmo entre escolas (Booth;Ainscow, 2002;Rodrigues, 2006). A EI é entendida por autores como Blanco (2003), Lopéz (2012), Prychodco, Fernandes e Bittencourt (2019) e Rodrigues (2014) como um processo que visa identificar, amenizar ou eliminar barreiras à aprendizagem e à participação 6 , diligenciando a frequência, o envolvimento e o sucesso de todos os alunos. Neste sentido, a EI representa uma filosofia que visa disponibilizar, em termos de princípios e de práticas, respostas educativas que pretendem "garantir a todos o acesso a uma educação de qualidade e assegurar a plena participação e integração na sociedade "[…] combatendo-se deste modo a exclusão e a marginalização social" (Nunes; Madureira, 2015, p. 28).…”

Section: Introductionunclassified

Práticas socioeducativas inclusivas: concetualizações e tendências de produção científica no campo da educação

Rodrigues,

Silva,

Loureiro

2024

Educ. Pesqui.

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Resumo Este estudo apresenta um mapeamento e análise de literatura no campo da educação sobre como o tema das práticas socioeducativas inclusivas associadas a medidas para a promoção do sucesso escolar e da inclusão social tem sido abordado 4 . O procedimento metodológico adotado foi o mapeamento sistemático da literatura, na linha de Kitchenham e Charters e de Petersen et al., fazendo pesquisa na Web of Science, Scopus e B-on. Após a aplicação dos critérios de inclusão e exclusão, obteve-se um corpus de 47 publicações a partir do qual foram evidenciadas as principais tendências de distribuição temporal e geográfica, os temas organizadores, a metodologia e o tipo de participantes. A análise de conteúdo e a interpretação deram conta de entendimentos teóricos sobre práticas socioeducativas inclusivas, apontando os resultados para uma falta de uniformização na sua designação, bem como sobre o que constitui práticas socioeducativas inclusivas. Foram ainda identificados fatores inibidores e facilitadores nos processos de desenho, implementação e desenvolvimento daquelas práticas. Finalmente, propõe-se nas conclusões uma abordagem ao conceito indicando que as práticas socioeducativas inclusivas potenciam a mitigação ou superação de barreiras à aprendizagem e à participação com o intuito de promover o sucesso escolar e a inclusão social de forma a corresponder às necessidades e diversidade de todos os estudantes, envolvendo um planeamento e ensino cooperativo de aulas.

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Becoming Inclusive Teacher Educators: Self-Study as a Professional Learning Tool

Cited by 5 publications

References 0 publications

Unveiling the Potential of Online Professional Development: A Self-Study Approach for Educator Growth

Unveiling the Potential of Online Professional Development: A Self-Study Approach for Educator Growth

Integrating disability into equity-focused general education teacher preparation

Práticas socioeducativas inclusivas: concetualizações e tendências de produção científica no campo da educação

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