Learning from differences: a strategy for teacher development in respect to student diversity

Messiou, Kyriaki; Ainscow, Mel; Sarrionandía, Gerardo Echeita; Goldrick, Sue; Hope, Max A.; Paes, Isabel; Mena, Marta Sandoval; Rueda, Cecilia Simón; Vitorino, Teresa

doi:10.1080/09243453.2014.966726

Cited by 86 publications

(80 citation statements)

References 26 publications

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“…However, all the above steps were followed by each of the schools in the different countries. More details about the project and its findings, including the model of teacher professional development that has emerged from it, as well as the challenges involved in using such approaches in schools, can be found in other publications (Messiou and Ainscow, 2015;Messiou and Hope, 2015;Messiou et al, 2016). The question to be addressed in this article is: -In what ways do collaborative action research processes promote inclusive practices in schools?…”

Section: The Projectmentioning

confidence: 99%

Collaborative action research: facilitating inclusion in schools

Messiou

2018

Educational Action Research

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This paper explores the ways in which collaborative action research can facilitate the development of inclusive practices and thinking in schools. The paper uses examples from a study that involved three countries and eight secondary schools to illustrate how the process of collaborative action research promoted inclusive thinking and practices.The study combined a well-established approach of professional development -lesson study -and a framework for engaging with the views of students. This led to a distinctive model of teacher professional development that has at its core the idea of engaging with the views of students.Thematic analysis of data collected from all the settings over three years, highlighted three ways in which collaborative action research led to the promotion of inclusive practices and thinking in schools: through teacher collaboration; through the development of reflective practice; and through student active participation. It is argued that what was distinctive through the process was the fact that collaboration occurred between adults and students, something that is less evident in the collaborative action research literature. Through this process inclusive thinking and practices were developed.

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Section: The Projectmentioning

confidence: 99%

Collaborative action research: facilitating inclusion in schools

Messiou

2018

Educational Action Research

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“…The view that teachers tend to think about students in relation to the groups that they belong to, is highlighted through a study carried out with colleagues, where we saw teachers thinking about students in three different ways (Messiou and Ainscow2015;Messiou et al 2016):…”

Section: Different Ways Of Thinking About Students In Schoolsmentioning

confidence: 99%

“…The approach they used combined lesson study and an engagement with students' voices (Messiou et al 2016;Messiou and Ainscow 2015). The lesson study approach is a well-established teacher professional development approach where teachers work together in groups to design a lesson together and then one teaches it whilst the others in the group observe the lesson to make modifications to the lesson before it is taught again by the second teacher whilst observed by the others.…”

Section: Moving Beyond Dialogue Into Actionsmentioning

confidence: 99%

Understanding marginalisation through dialogue: a strategy for promoting the inclusion of all students in schools

Messiou

2017

Educational Review

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This paper examines how marginalisation of students in schools can be understood and addressed. Usually the term marginalisation is associated with existing categories, which mostly relate to policy formulations, and shape teachers' expectations of these groups as well as their practices. Using examples from the author's research, it is argued that a focus on the views of students can facilitate an understanding of marginalisation, as a broader concept that might be experienced by any student in school. In addition, the paper proposes an alternative approach, one that involves dialogue with students in order to challenge thinking that associates marginalisation with existing categories. Illustrative examples are used to demonstrate how such thinking can ensure the development of more inclusive thinking and practices that take account of all students.

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“…(p. 9) En este sentido, la preparación del personal docente en pre-servicio deberá estar unificada a una serie de procesos reflexivos que permitan constantemente revisar las visiones sobre la enseñanza, el aprendizaje, y las diferencias individuales (Paz, 2014). El desarrollo de una competencia docente, vinculada con el reconocimiento de la diversidad humana como valor, tiene como propósito la mejora de las instituciones educativas y la creación de culturas inclusivas, eliminando los procesos excluyentes de la educación, consecuencia del prejuicio y de concepciones segregacionistas de las diferencias humanas (Messiou et al, 2016).…”

Section: Sustento Teóricounclassified

La competencia genérica de reconocimiento y aprecio por la diversidad humana: Evaluación en la formación inicial de docentes

Paz-Delgado

Estrada-Escoto

2017

Rev. Electr. Educare

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Currently, teaching takes place in highly diverse social, educational and cultural environments. Understanding and accepting this fact has allowed that pre-service and in-service teaching training be taught as education for diversity. It is in this sense that the Universidad Pedagógica Nacional Francisco Morazán (UPNFM, Pedagogical University Francisco Morazán) has, in a recent curricular reform, included a generic and transverse competency to contribute to the training of the University faculty, so that they can appreciate and understand diversity as an enriching asset of the educational process. The main objective of this research is to identify the level of development of this competency to propose a strategy to visualize inclusive education as transverse knowledge. This project was developed from the perspective of research for improvement and decision making, using a mixed methodology and collecting data through the analysis of documents, in-depth interviews, and a questionnaire. The participants in the study were 225 students, who were in their professional internship II, and eight professors from the General Ed courses.The results showed that UPNFM, in its curricular offer, has achieved great improvements as for the training of their faculty members regarding attention to diversity by incorporating in its curriculum a competency linked to an inclusive education. However, both members of the faculty and students pointed out that they did not have the skills to apply teaching strategies suitable to deal with diversity. Therefore, it is necessary to strengthen the process of curricular implementation through ongoing training of university professors.

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Learning from differences: a strategy for teacher development in respect to student diversity

Cited by 86 publications

References 26 publications

Collaborative action research: facilitating inclusion in schools

Collaborative action research: facilitating inclusion in schools

Understanding marginalisation through dialogue: a strategy for promoting the inclusion of all students in schools

La competencia genérica de reconocimiento y aprecio por la diversidad humana: Evaluación en la formación inicial de docentes

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