Curriculum Theory: The Missing Perspective in Teacher Education for Inclusion

Pugach, Marleen C.; Blanton, Linda P.; Mickelson, Ann M.; Boveda, Mildred

doi:10.1177/0888406419883665

Cited by 41 publications

(31 citation statements)

References 52 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Thus, teachers’ attitudes, composed of three dimensions—cognitive (beliefs), affective (feelings) and behavioral (actions) [ 60 ]—are essential to achieve educational quality [ 2 ], although it should be noted that sometimes teachers are not sufficiently aware of the diversity of the needs of their students with disabilities [ 24 ]. Concerning self-efficacy, it has been reported that teachers with higher levels show greater job satisfaction, while those with lower levels of confidence in their abilities are associated with increased work-related stress and difficulties in coping with their tasks, including dealing with disruptive behaviors [ 65 ]. Thus, educational professionals’ preparation influences their attitudes, self-efficacy and their educational practices, so it is necessary to study current and future teachers’ perceptions about their own preparation [ 64 ].…”

Section: Discussionmentioning

confidence: 99%

Psychometric Properties of a Questionnaire to Assess Spanish Primary School Teachers’ Perceptions about Their Preparation for Inclusive Education

et al. 2022

View full text Add to dashboard Cite

Inclusive education is a right and must be offered to all students, including those with disabilities, providing them with individualized educational attention and support. Teachers play a leading role in the inclusive education process, their preparation and attitudes being essential for this process. This study aimed to present the factor structure and reliability of a questionnaire for the assessment of teachers’ perceptions about their preparation to support inclusive education. The sample consisted of 605 Spanish primary school teachers who responded to the Evaluation of Teachers’ Inclusion Readiness (CEFI-R) Questionnaire. Exploratory and confirmatory factor analysis and reliability evaluation were performed. The results showed a factor structure with four dimensions (Conception of Diversity, Methodology, Supports and Community Participation), composed of 17 items, with good and excellent goodness-of-fit values and high reliability (Cronbach’s Alpha = 0.75–0.94). Thus, the CEFI-R can be considered a quick and easy-to-apply tool to analyze primary school teachers’ perceptions about their preparation to address their students’ diversity of needs, allowing stakeholders to take actions to promote inclusive education.

show abstract

Section: Discussionmentioning

confidence: 99%

Psychometric Properties of a Questionnaire to Assess Spanish Primary School Teachers’ Perceptions about Their Preparation for Inclusive Education

et al. 2022

View full text Add to dashboard Cite

show abstract

“…At best, individual critical teacher educators have attempted to infuse the existing curriculum with social justice and equityfocused content. However, these efforts do little overall to transform the minds and practices of teacher candidates towards advocacy for their future CLD students with various abilities (Pugach et al, 2020). This issue hinders the transformative struggle to engage in the work within teacher education programs.…”

Section: Discussionmentioning

confidence: 99%

“…Colorblind beliefs in special education can maintain white supremacy by creating confusion in both research and practice about the issue of disproportionality in special education (Artiles et al, 2010;Blanchett, 2006). These deficit views and colorblind ideologies are maintained in part because teacher education program lacks clear social justice and anti-racist focused curriculum (Pugach et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…In teaching assessment in special education courses, I know I only infuse CRE, rather than truly transform the existing curriculum with social justice and equity-focused content. Therefore, this effort only minimally contributes to the overall transformation of the minds and practices of SETCs towards advocacy for their future CLD students with and without (dis)abilities (Pugach et al, 2020). While grappling with this reality, I am also aware that I have never been formally trained regarding how to teach CRE to teacher candidates.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Critical Self-Reflection as Disruption: A Black Feminist Self-Study

Kressler

2020

JCVE

View full text Add to dashboard Cite

As the PK-12 student population grows more diverse, the teaching population steadfastly continues to be white middle-class women (NCES, 2016). Critical teacher educators understand the importance of preparing pre-service teachers to become culturally responsive and sustaining (CR/S) practitioners by engaging in culturally relevant education (CRE). Critical teacher educators, particularly those of color from historically marginalized groups, can be important advocates in the struggle to strengthen the teaching candidate pool of CR/S practitioners. Building a cadre of teachers, who are poised to decolonize minds and spaces, sustains the work of many teacher educators of color. However, the acts of teaching and learning in most institutions of education are inundated with oppressive norms such as white privilege, xenophobia and anti-blackness. It is this reality in which I, a Black female junior teacher educator, attempt to disrupt normative teaching practices within a special education course. This self-study examined insight derived from a focus group as well as from my self-reflections conducted over the course of two semesters (Spring 2018 to Fall 2018). Using a qualitative methodological approach, the findings indicated tensions between my vulnerable position of being a junior faculty member and my desire to dismantle normative deficit practices through critical self-reflection.

show abstract

“…Por tal razón, una gran parte de la investigación actual pone énfasis en el impacto de la formación inicial y permanente como factor determinante para la práctica en el aula (Olson & Roberts 2018;Peebles & Mendaglio, 2014;Pegalajar & Colmenero, 2017;Sharma, 2018;Simón et al, 2018) en el ámbito de la inclusión y la diversidad humana (Paz, 2017). Se resalta la necesidad de impulsar programas de formación que preparen al docente para atender a la diversidad de forma más efectiva (Chiner et al, 2015) por medio de la reflexión sobre las barreras de aprendizaje, y generar un clima positivo de aula (Florian & Linklater 2010;Hamre & Oyler, 2004;Pugach et al, 2020).…”

Section: Las Creencias De Los Docentes Sobre La Inclusión Educativaunclassified

Creencias sobre la inclusión educativa y prácticas docentes en el contexto de aprendizaje de la lectoescritura inicial docentes sobre la inclusión educativa en el contexto de aprendizaje de la lectoescritura inicial

Paz-Delgado

Barahona

2020

recie

View full text Add to dashboard Cite

La inclusión educativa es un enfoque que pretende eliminar las barreras que limitan el aprendizaje y la participación del alumnado, promoviendo la equidad y la justicia social. El objetivo de esta investigación fue analizar las creencias y prácticas pedagógicas de docentes hondureños respecto a la inclusión educativa en el contexto de aprendizaje de la lectoescritura inicial (LEI). Para ello se diseñó una investigación con enfoque mixto. Se emplearon cuatro técnicas para recolectar datos: observaciones en aula, entrevistas estructuradas, un cuestionario para explorar creencias y prácticas pedagógicas de la LEI en el contexto de la inclusión educativa, y un taller investigativo. Se conformó una muestra de 25 docentes, 19 regulares y 6 de apoyo. Los resultados indican que el profesorado asume una perspectiva dilemática en las creencias sobre el potencial de aprendizaje de los estudiantes y una concepción interaccionista en el sistema de creencias sobre los apoyos educativos para el aprendizaje de la LEI en estudiantes de primer grado de educación básica. En cuanto a las prácticas inclusivas, el profesorado utiliza aquellas vinculadas con el manejo efectivo del aula y, en menor medida, las estrategias de agrupamiento, la enseñanza adicional, las adaptaciones curriculares y los apoyos para la participación. En conclusión, las creencias y prácticas del profesorado están centradas en la mirada del déficit de los estudiantes con diversidad en el aprendizaje. Estos hallazgos ponen en evidencia la creciente necesidad de promover de manera sistemática espacios de formación para docentes acerca de la inclusión educativa en el contexto de aprendizaje de la LEI a nivel nacional.

show abstract

Curriculum Theory: The Missing Perspective in Teacher Education for Inclusion

Cited by 41 publications

References 52 publications

Psychometric Properties of a Questionnaire to Assess Spanish Primary School Teachers’ Perceptions about Their Preparation for Inclusive Education

Psychometric Properties of a Questionnaire to Assess Spanish Primary School Teachers’ Perceptions about Their Preparation for Inclusive Education

Critical Self-Reflection as Disruption: A Black Feminist Self-Study

Creencias sobre la inclusión educativa y prácticas docentes en el contexto de aprendizaje de la lectoescritura inicial docentes sobre la inclusión educativa en el contexto de aprendizaje de la lectoescritura inicial

Contact Info

Product

Resources

About