Exposing Conditional Inclusive Ideologies Through Simulated Interactions

Dotger, Benjamin; Ashby, Christine

doi:10.1177/0888406409357541

Cited by 30 publications

(16 citation statements)

References 27 publications

(26 reference statements)

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“…The learning experience is enriched through class-wide discussions in which candidates and teacher educators debrief the experience in terms of decisions and alternative courses of action. In some cases, rehearsal involves simulations where candidates role-play using a specific script devised by the teacher educator and then analyze a video recording of their role-play (Shapira-Lishchinsky, 2013), or role-play with a teacher educator acting like a students’ family member (Coughlin & Dotger, 2016) or paraprofessional (Dotger & Ashby, 2010), and then discuss specific aspects of the role-play.…”

Section: Analysis Of Practice-based Opportunitiesmentioning

confidence: 99%

A Continuum of Pedagogies for Preparing Teachers to Use High-Leverage Practices

Brownell

Benedict

Leko

et al. 2019

Remedial and Special Education

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This article provides a framework and description of pedagogies that may be used in teacher preparation across a range of settings from college classrooms to P-12 settings to support teacher candidates as they learn to use high-leverage practices (HLPs). These “pedagogies of enactment” must include a continuum of opportunities to use teaching practices in increasingly authentic settings, ranging from video analysis, case studies, rehearsal, and virtual simulations to use of practices with coaching support in a classroom (e.g., lesson study, structured tutoring, and aligned field experiences). In this article, we use research on the development of professional expertise and from cognitive science to identify pedagogies from the teacher education research base that have promise for promoting candidates’ learning and describe how these pedagogies might be scaffolded over the duration of a teacher education program to promote learning.

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Section: Analysis Of Practice-based Opportunitiesmentioning

confidence: 99%

A Continuum of Pedagogies for Preparing Teachers to Use High-Leverage Practices

Brownell

Benedict

Leko

et al. 2019

Remedial and Special Education

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“…Equity teaching practices that can shape in-the-moment teaching decisions include addressing preparatory privilege (the advantages of experience that many students, especially white and Asian boys, bring to CS classrooms), acknowledging students' intersectional identities, and adopting asset framings. Pedagogies of enactment, such as TeacherMoments simulations, are particularly effective for surfacing what Dotger and Ashby (2010) calls "conditional inclusive ideologies." These are beliefs about equitable teaching that novice teachers espouse in discussions but often fail to act upon in specific circumstances.…”

Section: Teachermomentsmentioning

confidence: 99%

Teacher Practice Spaces: Examples and Design Considerations

Reich¹,

Kim

Robinson³

et al. 2018

Preprint

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Abstract:Teacher practice spaces are learning environments, inspired by games and simulations, that allow teachers to rehearse for and reflect upon important decisions in teaching. Practice-based teacher educators use a variety of approaches to simulation in methods courses and other professional learning opportunities, and existing simulations often attempt to holistically replicate authentic teaching conditions. We extend this work by developing new kinds of practice spaces that do not attempt to fully simulate teaching, but rather offer playful and creative opportunities for novice teachers to develop skills and dispositions valuable for teachers. We summarize six different practice spaces developed through design research, and then articulate a set of design considerations emerging from this work to expand the genre of pedagogies of enactment in teacher professional development.

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“…A number of challenges exist, then, to preparing teachers for inclusive education. A significant challenge in translating beliefs into practice is that, too often, teacher candidates' experiences in schools do not reflect the inclusive values and practices espoused by IHEs (Dotger & Ashby, 2010). There is then a significant and troubling disconnect between what teacher candidates are taught and common practices in the field of special education (Gehrke & Cocchiarella, 2013).…”

Section: Ihe Preparation While There Have Been Increasing Rates Of Imentioning

confidence: 99%

“…Considering the dearth of inclusive placements that are typically available for IHEs to select from (e.g., Dotger & Ashby, 2010), the ability to provide a consistent and coherent inclusive education may seem unfeasible. However, there are steps IHEs can take towards this, even when inclusive fieldwork placements are not currently available for teacher candidates.…”

Section: Recommendations For Reframing Teacher Preparation For Inclusmentioning

confidence: 99%

Reframing Teacher Education: Preparing Teachers for Inclusive Education

Kurth

Foley

2014

Inclusion

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Inclusive education is increasingly common in K-12 schools, yet teacher preparation for inclusive education has been lagging. In the present study, interviews of teacher candidates, mentor teachers, university faculty, and fieldwork supervisors were completed to determine experiences of, and preparation for, inclusive education. Results indicate that teacher candidates received very mixed, and often contradictory, messages about inclusive education in their coursework and fieldwork experiences. Recommendations for building capacity for inclusive fieldwork and inclusive teacher preparation are proposed. Further, the need for teacher educators to reframe teacher preparation, from the traditional model of preparing teachers for largely segregated roles to providing the skills and techniques necessary for working and succeeding in inclusive settings, is discussed.

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Exposing Conditional Inclusive Ideologies Through Simulated Interactions

Cited by 30 publications

References 27 publications

A Continuum of Pedagogies for Preparing Teachers to Use High-Leverage Practices

A Continuum of Pedagogies for Preparing Teachers to Use High-Leverage Practices

Teacher Practice Spaces: Examples and Design Considerations

Reframing Teacher Education: Preparing Teachers for Inclusive Education

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