ATTENTION: The software behind KU ScholarWorks is being upgraded to a new version. Starting July 15th, users will not be able to log in to the system, add items, nor make any changes until the new version is in place at the end of July. Searching for articles and opening files will continue to work while the system is being updated.
If you have any questions, please contact Marianne Reed at mreed@ku.edu .
Teacher education in practice: Reconciling contexts, practices, and theories
dc.contributor.author | Gonzalez, Taucia | |
dc.contributor.author | Kozleski, Elizabeth B. | |
dc.contributor.author | Atkinson, Laura | |
dc.contributor.author | Mruczek, Cynthia | |
dc.contributor.author | Lacy, Lisa | |
dc.date.accessioned | 2014-02-10T18:40:23Z | |
dc.date.available | 2014-11-16T12:00:10Z | |
dc.date.issued | 2013-05-16 | |
dc.identifier.citation | Kozleski, E. B., Gonzalez, T., Atkinson, L., Lacy, L., & Mruczek, C. (2013). Teacher education in practice: Reconciling contexts, practices, and theories. European Journal of Special Needs Education, 1-17. http://dx.doi.org/10.1080/08856257.2013.778114 | |
dc.identifier.uri | http://hdl.handle.net/1808/13044 | |
dc.description | This is the author's accepted manuscript. The original publication is available at http://dx.doi.org/10.1080/08856257.2013.778114. | |
dc.description.abstract | This paper reports findings from an 18-month qualitative study that followed the experiences of nine teacher residents, their site professors, site coordinators, clinical teachers and principals in three professional learning schools. The study examined the tensions that emerged as teacher preparation theory intersected with the context-bound realities of daily life in schools and the political constraints that diminish possibilities for inclusive education. The paper addresses implications for teacher preparation programmes by reporting how teacher residents negotiated their understanding of and commitment for inclusive education through three themes: (a) critical reflection as an emergent practice, (b) whose learning, and (c) the trouble with behaviour. Interpreting these themes has implications for programmatic designs in teacher preparation. | |
dc.publisher | Taylor & Francis | |
dc.subject | Inclusive education | |
dc.subject | Teacher education | |
dc.subject | Culture practices | |
dc.subject | Teacher learning | |
dc.subject | Teacher practice | |
dc.subject | Teacher collaboration | |
dc.title | Teacher education in practice: Reconciling contexts, practices, and theories | |
dc.type | Article | |
kusw.kuauthor | Kozleski, Elizabeth B. | |
kusw.kudepartment | Special Education | |
kusw.oastatus | fullparticipation | |
kusw.embargo.terms | 2014-11-16 | |
dc.identifier.doi | 10.1080/08856257.2013.778114 | |
kusw.oaversion | Scholarly/refereed, author accepted manuscript | |
kusw.oapolicy | This item meets KU Open Access policy criteria. | |
dc.rights.accessrights | openAccess |