The difficulties of inclusive pedagogy for initial teacher education and some thoughts on the way forward

McIntyre, Donald

doi:10.1016/j.tate.2009.02.008

Cited by 68 publications

(59 citation statements)

References 17 publications

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“…The first column outlines the key characteristics of teachers' professional craft knowledge, including (Ball, 2008;Barth, 2001;Brown & McIntyre, 1993;Cooper & McIntyre, 1996;Eraut, 1994Eraut, , 2006Grimmett & Mackinnon,1992;Hagger & McIntyre, 2006;Hiebert et al, 2002;Leinhardt, 1990;McIntyre, 2009;Shulman, 1987) Respects teachers' inclusive pedagogical skills, knowledge and experiences but does not 'idealise' them 2. Acknowledges the complex nature of classroom teaching and learning (Ball & Lampert, 1999;Ball & Forzani, 2007;Barth, 2001;Brown & McIntyre, 1993;Cooper & McIntyre, 1996;Elbaz, 1991;Grimmett & Mackinnon, 1992;Hagger & McIntyre, 2006;Hiebert et al, 2002;McIntyre, 2005;McIntyre, 2009;Ruthven, 2002Ruthven, , 2005 Acknowledges the complex nature of classroom teaching that sets out to support the learning of all students 3. Recognises that professional dilemmas and challenges are part of teachers' everyday practice (Ball & Lampert, 1999;Brown & McIntyre, 1993;Cooper & McIntyre, 1996;Grimmett & Mackinnon, 1992;Hagger & McIntyre, 2006;McIntyre, 2005McIntyre, , 2009 Recognises that difficulties in students' learning present professional dilemmas and challenges which are part of teachers' everyday practice.…”

Section: Teachers' Craft Knowledgementioning

confidence: 99%

“…Acknowledges the complex nature of classroom teaching and learning (Ball & Lampert, 1999;Ball & Forzani, 2007;Barth, 2001;Brown & McIntyre, 1993;Cooper & McIntyre, 1996;Elbaz, 1991;Grimmett & Mackinnon, 1992;Hagger & McIntyre, 2006;Hiebert et al, 2002;McIntyre, 2005;McIntyre, 2009;Ruthven, 2002Ruthven, , 2005 Acknowledges the complex nature of classroom teaching that sets out to support the learning of all students 3. Recognises that professional dilemmas and challenges are part of teachers' everyday practice (Ball & Lampert, 1999;Brown & McIntyre, 1993;Cooper & McIntyre, 1996;Grimmett & Mackinnon, 1992;Hagger & McIntyre, 2006;McIntyre, 2005McIntyre, , 2009 Recognises that difficulties in students' learning present professional dilemmas and challenges which are part of teachers' everyday practice.…”

Section: Teachers' Craft Knowledgementioning

confidence: 99%

See 1 more Smart Citation

Classroom teachers’ craft knowledge of their inclusive practice

Black‐Hawkins

Florian

2012

Teachers and Teaching

111

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Whilst recent decades have seen significant progress in research on inclusive education, many teachers still feel that the research literature does not fully address their professional concerns about how to enact a policy of inclusion in their classrooms. To help to bridge this gap, we drew on the concept of craft knowledge to undertake a detailed study in two Scottish primary schools of the practice of class teachers who are committed to meet the needs of all learners. This paper describes the processes involved, and considers how these helped us to develop a greater understanding of what constitutes inclusive practice, whilst also contributing to a more robustly theorised knowledge of what we have termed inclusive pedagogy, or the inclusive pedagogical approach. Methodological complexities arising from the use of the concept of craft knowledge are also explored.

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Section: Teachers' Craft Knowledgementioning

confidence: 99%

Section: Teachers' Craft Knowledgementioning

confidence: 99%

Classroom teachers’ craft knowledge of their inclusive practice

Black‐Hawkins

Florian

2012

Teachers and Teaching

111

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“…(see for example, Bronkhorst, Meijer, Koster and Vermunt, 2011;Cochran-Smith and Power, 2010;Darling-Hammond, Newton and Wei, 2010;McIntyre, 2009). In its purest form the theory-practice divide entails learning theoretical approaches to teaching in the university and then trying to put them into practice in the school context.…”

Section: Theory and Practice: Mind The Gap!mentioning

confidence: 99%

School Direct, a policy for initial teacher training in England: plotting a principled pedagogical path through a changing landscape

Jackson

Burch

2015

Professional Development in Education

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Usage of any items from the University of Cumbria's institutional repository 'Insight' must conform to the following fair usage guidelines.Any item and its associated metadata held in the University of Cumbria's institutional repository Insight (unless stated otherwise on the metadata record) may be copied, displayed or performed, and stored in line with the JISC fair dealing guidelines (available here) for educational and not-for-profit activities provided that• the authors, title and full bibliographic details of the item are cited clearly when any part of the work is referred to verbally or in the written form• a hyperlink/URL to the original Insight record of that item is included in any citations of the work • the content is not changed in any way• all files required for usage of the item are kept together with the main item file. You may not• sell any part of an item• refer to any part of an item without citation • amend any item or contextualise it in a way that will impugn the creator's reputation• remove or alter the copyright statement on an item. England over the course of the last 20 years. We then consider troubling binaries inherent in teacher education and go on to explore insights from research: the importance of beliefs; the problem of enactment; the theory/practice divide. These are then used to craft the enabling constraints for third-space activity designed to set in motion a hybridisation process from which a new breed of teacher educator could emerge. We suggest that university and school colleagues working together in collaborative partnership can provide a principled pedagogical path through a changing landscape of education policy.

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“…If teachers and teacher educators regard the practicum as a an opportunity for collaborative endeavour (GroundwaterSmith, Ewing, & Le Cornu, 2007), with the aim of providing powerful sites for student learning in practice (Darling-Hammond & Bransford, 2005) then the key players in the practicum need to work together to rethink practicum roles, responsibilities, and expectations. This is not without challenge as it means confronting the traditional view of ITE provider-school/centre relationships where, according to McIntyre (2009), university knowledge is privileged over practising teachers' expertise and the focus is ensuring that student teacher practice is aligned with what is taught on campus rather than offering anything new.…”

Section: What Do Teacher Educators Need To Do?mentioning

confidence: 99%