scholarly journals Representations of Inclusion: How Pre-service Teachers Understand and Apply Inclusion Across Situations

2020 ◽  
Vol 30 (3) ◽  
pp. 102-123
Author(s):  
Christopher P. Ostrowdun
Keyword(s):  
Teacher Training ◽  
Education Program ◽  
Teaching Practices ◽  
Visual Analysis ◽  
Lesson Plan ◽  
Figured Worlds ◽  
Course Work ◽  
Bachelor Of Education ◽  
Teachers Perspectives ◽  
Considerable Range

As education marches toward inclusive practices, it is clear not everyone perceives inclusion in the same ways. This article unpacks pre-service teachers’ perspectives toward inclusion. Using a design-based approach, enrolled in a Canadian bachelor of education program created drawings about inclusion. Through the lens of figured worlds and visual analysis, these drawings were compared to pre-service teachers’ other course work and practicum placements to better understand their perspectives on inclusion in different contexts. The findings show differences between the ideals pre-service teachers conveyed through drawings and their approaches to pragmatic tasks, such as creating an individualized education or inclusive lesson plan. Furthermore, there was a considerable range of sophistication in pre-service teachers’ ideas of inclusion, with some pre-service teachers focusing on accessible materials while other pre-service teachers addressed more holistic notions of inclusive environments and systems. Making connections between pre-service teachers’ perspectives and their teacher training is critical for pre-service teachers to develop robust understandings of inclusion and a greater awareness of how their perspectives shape teaching practices.

“It’s a Black Hole . . .”: Exploring Teachers’ Narratives and Practices for Digital Literacies in the Adult EAL Context

2021 ◽  
pp. 074171362199151
Author(s):  
Ekaterina Tour ◽  
Edwin Creely ◽  
Peter Waterhouse
Keyword(s):  
Black Hole ◽  
Professional Learning ◽  
Teaching Practices ◽  
English Language ◽  
Language Education ◽  
Ethnographic Study ◽  
Digital Literacies ◽  
Strength Based ◽  
Approach To Teaching ◽  
Teachers Perspectives

A strength-based approach to teaching digital literacies can advance language education for adults from refugee and migrant backgrounds, preparing them for life in a new country. This article draws on a 6-month ethnographic study at an adult English language center in Australia and explores teachers’ perspectives and practices related to teaching digital literacies to understand how prepared they are to employ learners’ own resources. Using sociomaterial theory, this research found that English as an Additional Language (EAL) teachers’ narratives about learners focused on what they lacked rather than what they brought to learning. It also found that while teaching practices utilized some strength-based pedagogical principles, the teachers viewed their work as being deficient. They did not always recognize their agential power nor did they overtly understand that the technology itself afforded this power. The article concludes with implications for EAL practice and professional learning of teachers who work in the adult sector.

scholarly journals Classroom Ideologies and Teaching Practices of Native and Non-native English Teachers in EFL Classrooms

2016 ◽  
Vol 6 (5) ◽  
pp. 146
Author(s):  
Hema Vanita Kesevan
Keyword(s):  
Teacher Training ◽  
Teaching Practices ◽  
Great Influence ◽  
English Teachers ◽  
Actual Practice ◽  
Classroom Context ◽  
Convergence And Divergence ◽  
Efl Classrooms ◽  
Training Background ◽  
Actual Teaching

<p class="Abstract">This paper presents the findings of two different sets of teachers’ classroom ideologies and actual teaching practices. It compares a set of native and non-native English teachers that are distinct in terms of teacher training background, qualifications and experiences. This study explores the divergence and convergence of the teachers’ ideologies to their actual implementation in classroom. It investigates the factors that lead to the convergence and divergence of the teachers’ actual practice than their claimed ideologies. The findings of this study reveals that both sets of teachers do share the same classroom ideologies but do not apply those ideologies in a same way. The variations between the teachers exist for a variety of reasons, factors such as nature of training, classroom context, experiences of the teachers and their backgrounds have a great influence on teaching practices.</p>

scholarly journals Danza en educación infantil: opinión de los docentes (Dance in preschool education: teachers' opinion)

Retos ◽  
2019 ◽  
pp. 239-244
Author(s):  
Vicente Juan Peña de Hornos ◽  
Gregorio Vicente Nicolás
Keyword(s):  
Teacher Training ◽  
Teaching Practices ◽  
Ad Hoc ◽  
Descriptive Analysis ◽  
Preschool Education ◽  
The Other ◽  
Other Hand ◽  
Integral Development ◽  
Development Of Students

El objetivo principal de esta investigación ha sido conocer y analizar la inclusión de actividades de danza en la práctica educativa del aula de Educación Infantil desde la perspectiva de los docentes. Los participantes (N=105) han sido maestras/os que imparten docencia en el segundo ciclo de Educación Infantil en centros educativos de la Región de Murcia (España). Para la recogida de datos se ha diseñado un cuestionario ad hoc y posteriormente se ha aplicado un análisis descriptivo a la información obtenida. Los resultados reflejan que los especialistas de Educación Infantil de la Región de Murcia incluyen en sus programaciones y en su práctica docente actividades de danza. Asimismo, las consideran fundamentales en el desarrollo integral del alumnado y que este responde de forma positiva y activa a este tipo de actividades. Por otro lado, alertan de la necesidad de mejorar la oferta formativa con respecto a estas materias y la calidad y cantidad de medios y recursos para llevarlas adecuadamente a la práctica. Abstract. The main objective of this research was to learn and analyze the inclusion of dance activities in Preschool teaching practices from the perspective of teachers. Participants (N=105) were teachers who teach at the second cycle of Preschool Education in schools from the Region of Murcia (Spain). An ad hoc questionnaire was designed for the collection of data, and descriptive analysis was subsequently applied. The results reflect that specialists of Preschool Education from the Region of Murcia include dance activities in their planning and teaching practices. Likewise, they consider them fundamental for the integral development of students, who respond in a positive and active way to this type of activities. On the other hand, they call the attention on the need to improve both teacher training with respect to these subjects and the quality and quantity of resources to carry them properly into practice.

scholarly journals Novice teachers’ perspectives on the use of languages in French as a second language classes that include English language learners: A longitudinal view

2019 ◽  
Vol 28 (2) ◽  
pp. 82-95
Author(s):  
Callie Mady
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Novice Teachers ◽  
Language Learners ◽  
English Language ◽  
Target Language ◽  
Bachelor Of Education ◽  
Longitudinal View ◽  
Core French ◽  
Teachers Perspectives

In the Canadian context, although most considerations of the home-target language use divide are centred on the presence of English in French Second Language (FSL) programs, the increasing number of immigrants has provided impetus to extend the discussion to include the use of languages beyond Canada’s official languages.  With the use of questionnaires with novice teachers pre and post Bachelor of Education programs and interviews for three years hence, this study sought to explore novice teachers’ perspectives on the use of languages in the FSL classes that include English language learners (ELL). Novice teachers remained consistent in identifying the need to maximize French use, minimize English use, and include languages from students’ language repertoires as useful means to support the FSL acquisition of ELLs. In addition, the novice teacher participants revealed a preference for ELLs to be included in core French as opposed to immersion programming. 

scholarly journals Good Practice in Inclusive Education: Participatory Reinterpretation of Already Existing Elaborate Classroom Practices Under a UDL Perspective

2021 ◽  
pp. 279-312
Author(s):  
Michelle Proyer ◽  
Gertraud Kremsner ◽  
Gottfried Biewer
Keyword(s):  
Learning Environments ◽  
Inclusive Education ◽  
Teaching Practices ◽  
Classroom Practices ◽  
Good Practice ◽  
School Development ◽  
Educational Practices ◽  
Teachers Perspectives ◽  
Design Of Learning Environments

AbstractThis chapter presents well-established educational practices implemented at a school in Vienna with two decades of experience in school development in the context of inclusion. It elaborates on how these existing teaching practices can be interpreted from a UDL perspective. Furthermore, this chapter aims to underline the importance of engaging with teachers’ perspectives in research efforts regarding the design of learning environments. Findings point to the advantages that the emphasized consideration of localized and societal backgrounds of students could add to the purposeful application of UDL.

Analyzing Prospective Mathematics Teachers' Development of Teaching Practices in Mathematics

2018 ◽  
pp. 169-188
Author(s):  
Lutfi Incikabi ◽  
Ahmet Kacar
Keyword(s):  
Classroom Management ◽  
Mathematics Teachers ◽  
Lesson Study ◽  
Teacher Candidates ◽  
Teaching Practices ◽  
Lesson Plan ◽  
Teaching Experiences ◽  
Pedagogical Content ◽  
Self Evaluation ◽  
Study Process

This study analyzed the changes in mathematics teacher candidates' teaching processes in terms of content of lesson plan, pedagogy aspects, and classroom management based on the evaluations of the experts, peers, and their own. The results indicated that experts, peer, and self-evaluation of the teaching processes signaled positive changes in teacher candidates' pedagogical content knowledge in mathematics after the lesson study process. Further, the study also demonstrates that teacher candidates acknowledged lesson study as a tool for providing slight improvement in teaching practices while experts and peers provided evidence for impressive improvements in teaching experiences.

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