Teacher learning as curating: Becoming inclusive educators in school/university partnerships

The purpose of the study was to answer the following questions: (a) What contradictions emerge in the context of a school/university partnership for inclusive education? And (b) How do resident teachers resolve these contradictions as they learned to be inclusive education teachers? Contradictions emerged as teacher residents were required to use in their classrooms pedagogical artifacts taught in the masters' program that were in conflict with the school district's curricular policies and mandated practices. We use the notion of curating to explain how resident teachers resolved contradictions in situated practice. We provide recommendations for research and teacher learning efforts for inclusive education.