Cumulative knowledge-building for inclusive education in initial teacher education

Walton, Elizabeth; Rusznyak, Lee

doi:10.1080/02619768.2019.1686480

Cited by 38 publications

(29 citation statements)

References 28 publications

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“…This has major implications in the sense of preparation of all teachers in this direction and higher education institutions delivering teacher education programs are seen as being responsible for this aspect [16]. The importance of teacher education for the development of inclusive educational systems cannot be contested [17]. Therefore, teacher education programs are expected to equip future teachers with the necessary knowledge, skills, attitudes, and values to teach diverse student populations and meet the diverse needs of different categories of learners [4].…”

Section: Literature Analysismentioning

confidence: 99%

“…Florian and Rouse argued that "the task of initial teacher education is to prepare people to enter a profession which accepts individual and collective responsibility for improving the learning and participation of all children" [20] (p. 596). This foundation should be strong enough, so that in time, pre-service teachers can develop competences required for inclusive teaching [17]. Naturally, it is necessary to invest further efforts in the continuous professional development of teachers in what concerns IE aspects.…”

Section: Literature Analysismentioning

confidence: 99%

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Initial Teacher Education for Inclusive Education: A Bibliometric Analysis of Educational Research

Cretu

Morândău

2020

Sustainability

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In the context of international demands in recent decades to strengthen the commitment to inclusive policy and practices within education systems, teacher education has been challenged to find ways to prepare teachers capable of addressing the various needs of learners. The goal of this paper is to examine the research literature on initial teacher education for inclusive education (ITEIE) by using bibliometric analysis carried out on 440 documents indexed by Web of Science (WoS). The findings support the understanding of the ITEIE field regarding the evolution across time, the contributions in the field, the relevant journals, authors, and papers, the collaboration patterns. Although there has been a significant increase in the number of published works over the years, only a small number of countries and researchers have made significant contributions to the field. The analyses performed with VOSviewer software indicated poor collaboration among participating countries and authors. Several general topics have been addressed in the field over the past 25 years. There is a need to develop more cross-border research groups to ensure progress in the field. By mapping the emerging ITEIE research literature, this study can be a starting point for the development of new studies in the area.

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Section: Literature Analysismentioning

confidence: 99%

Section: Literature Analysismentioning

confidence: 99%

Initial Teacher Education for Inclusive Education: A Bibliometric Analysis of Educational Research

Cretu

Morândău

2020

Sustainability

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“…In this way, Teaching Practice, even if not school-based, would contribute to a pathway of 'learning to teach' in which student teachers could move iteratively between the conceptual insights offered by the formal study of education and the nature of teaching in authentic classrooms (Walton and Rusznyak 2019). This supports international studies that suggest that the quality and opportunity to learn from expert practice, rather than the quantity of time spent in schools, improves the learning experience and teaching preparation of student teachers (Ronfeldt and Reininger 2012).…”

Section: Pedagogical Reasoningmentioning

confidence: 99%

Learning to teach without school-based experience: conundrums and possibilities in a South African context

Robinson

Rusznyak

2020

Journal of Education for Teaching

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Covid-19 and the resultant national lockdown saw thousands of initial teacher education students in South Africa moving at short notice to online learning. For teacher educators this represented significant technical and pedagogical challenges, as they faced the task of adapting their teaching to an online modality, while simultaneously maintaining the academic integrity of their modules. Schools too were closed, creating the possible scenario that new teachers might graduate with little or no practical exposure to the classroom. A previously unheard-of question emerged, namely whether a period of immersion in schools was a non-negotiable in learning to be a teacher. Put otherwise -would it be possible to prepare good teachers while schools were closed for large parts of the year? The article outlines some debates relating to teacher education that emerged in South Africa during this time, linking these to the concepts of situational learning, relational learning and pedagogical reasoning. Questions are then posed as to the potential longer-term implications of this period for teacher education pedagogy in South Africa.

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“…A paper from Cyprus (Symeonidou/Phtiaka 2009) describes how practicing teachers' prior knowledge could be used to develop relevant university courses for teachers interested in developing inclusive practice. Recently, Walton and Rusznyak (2019b) proposed a framework for bridging coursework and practicum experiences as a way to strengthen the synergies between them.…”

Section: National Differencesmentioning

confidence: 99%

The Universal Value of Teacher Education for Inclusive Education

Florian¹

2021

Handbuch Inklusion International / International Handbook of Inclusive Education

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While it is axiomatic that contextual differences between educational jurisdictions and regions means that inclusive education will be defined and enacted in distinctive ways in different arenas, the principle of education as a human right, a universal entitlement that belongs to each and every person without discrimination, reflects a universal value that transcends contextual differences. This chapter considers the role that teacher education can play to ensure that teachers in different jurisdictions can meet the challenges of inclusive education despite the distinctive barriers imposed by structural differences between national systems that can obscure commonalities. Regardless of weather,The moon shines the same; It is the drifting clouds That make it seem different On different nights (attributed to Basho, 17th century).

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Cumulative knowledge-building for inclusive education in initial teacher education

Cited by 38 publications

References 28 publications

Initial Teacher Education for Inclusive Education: A Bibliometric Analysis of Educational Research

Initial Teacher Education for Inclusive Education: A Bibliometric Analysis of Educational Research

Learning to teach without school-based experience: conundrums and possibilities in a South African context

The Universal Value of Teacher Education for Inclusive Education

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