Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
374807 | Teaching and Teacher Education | 2009 | 6 Pages |
Abstract
Institutional politics and diversity of ideological positions create challenges for teaching staff with polarised beliefs about inclusive education. This paper provides a methodological justification for a longitudinal study of the experience of developing an integrated ‘inclusive education’ curriculum in one initial teacher education programme. The research focus is on the day-to-day practicalities of how teacher education programme reform is attempted, rather than abstract theories about how it should take place. First, the paper considers why an ‘inclusive education’ approach is problematic. Second, the case narrative approach is explained. Finally, examples from two years of programme development are discussed.
Related Topics
Social Sciences and Humanities
Social Sciences
Education
Authors
John O'Neill, Roseanna Bourke, Alison Kearney,