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Teacher education in practice: Reconciling contexts, practices, and theories
Gonzalez, Taucia Kozleski, Elizabeth B. Atkinson, Laura Mruczek, Cynthia Lacy, Lisa
Gonzalez, Taucia
Kozleski, Elizabeth B.
Atkinson, Laura
Mruczek, Cynthia
Lacy, Lisa
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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.
Description
This is the author's accepted manuscript. The original publication is available at http://dx.doi.org/10.1080/08856257.2013.778114.
Date
2013-05-16
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Taylor & Francis
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Keywords
Inclusive education, Teacher education, Culture practices, Teacher learning, Teacher practice, Teacher collaboration
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