Preparing Pre-service Teachers for Inclusive Education: Analyzing the Status Quo and Comparing the Effect of Different Types of Subject-Specific Learning Opportunities

Troll, Bianka; Besser, Michael; Abels, Simone; Ahlers, Michael; Greve, Steffen; Leiß, Dominik; Süßenbach, Jessica

doi:10.1007/978-3-030-11518-0_31

Cited by 7 publications

(2 citation statements)

References 36 publications

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“…The need for high-quality teacher education is also reflected in the fourth goal of the United Nations' 2030 Agenda. However, despite the efforts being made, many teachers, like the fictional character Sarah, continue to face barriers in teaching when it comes to IE, particularly in subject didactics 2 such as science education (Troll et al, 2019). Science education involves more than just learning about scientific facts and concepts; it requires a specialized way of thinking and working that places complex demands on both teachers and students (Stinken-Rösner and Abels, 2021).…”

Section: Introductionmentioning

confidence: 99%

From barriers to boosters: initial teacher education for inclusive science education

Fränkel,

Sterken,

Stinken-Rösner

2023

Front. Educ.

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The paper presents a literature review on current barriers and boosters in the context of initial science teacher education for inclusion. The authors argue that current science teacher education programs for prospective teachers could be improved by adopting a more conceptually grounded and sustainable approach toward inclusion. To this end, the paper proposes an approach based on inclusive values and evidence-based practices that would benefit all students. Firstly, the paper identifies several barriers that exist in current science teacher education programs, including the dominance of an add-on approach, separate teacher education tracks, and inadequate preparation for the topic leading to decreasing self-efficacy toward inclusion. Secondly, to overcome these barriers, the paper proposes the integration of evidence-based practices, collaboration, and knowledge-transfer in science teacher education programs. These boosters can equip prospective science teachers with the necessary skills and knowledge for effective inclusive science education. Overall, the paper provides valuable insights and recommendations for improving initial science teacher education programs in the context of inclusion.

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Section: Introductionmentioning

confidence: 99%

From barriers to boosters: initial teacher education for inclusive science education

Fränkel,

Sterken,

Stinken-Rösner

2023

Front. Educ.

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“…Ideally, inclusive education should be a compulsory subject for all teacher candidates and an integral part of teacher training curricula. Fundamental knowledge and skills of inclusive education, such as understanding needs and abilities of children with special needs and pedagogic skills such as instructional accommodation and activity differentiation, should be provided widely to teacher candidates (Troll et al, 2019). The pre-service teachers were introduced to some background information of inclusion, in particular the CRPD, diversity in classrooms, and internal differentiation for subject-specific instruction.…”

mentioning

confidence: 99%

Impact of Inclusive Teacher Training Programs on Pre-service Teacher Educators: A Comprehensive Exploration

2024

IJFMR

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This research examines the impact of inclusive teacher training programs on pre-service educators, focusing on the concept of inclusive education and its legal and ethical considerations. Inclusive education is a fundamental human right that aims to create a more just society by addressing the diverse needs of all students, especially those vulnerable to marginalization. The study highlights the importance of integrating inclusive principles into teacher training programs, emphasizing practical experience and theory-based instruction. It calls for policy and institutional commitment to ensure inclusive education becomes a fundamental aspect of teacher preparation.

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Interdependency, alternative forms of mathematical agency and joy as challenges to ableist narratives about the learning and teaching of mathematics

Healy,

Nardi,

Biza

2024

ZDM Mathematics Education

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Catering for the mathematical needs of disabled learners equitably and productively requires the anti-ableist preparation and professional development of teachers. In CAPTeaM (Challenging Ableist Perspectives on the Teaching of Mathematics), we design tasks that emulate inclusion-related challenges from the mathematics classroom, and we engage teachers with these tasks in workshop settings. In this paper, we focus on evidence from one type of task in which participants engage in small groups with solving a mathematical problem while at least one of them is temporarily and artificially deprived of access to a sensory field or familiar channel of communication. In this paper, we focus on evidence of emerging resignification – discursive and affective shifts in the participating teachers’ sense-making about what makes the construction of mathematical meaning possible and valuably different – as they work on the tasks. By linking Vygotsky’s vision about the educational changes required to empower and include disabled learners with more contemporary ideas from embodied cognition and disability studies, our analyses show how engagement with the tasks affects participants’ realisation and appreciation of interdependencies between learners, teacher, resources, and emotions, highlights alternative forms of mathematical agency and gives opportunities to turn initial sense of impasse and despair into joy.

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Preparing Pre-service Teachers for Inclusive Education: Analyzing the Status Quo and Comparing the Effect of Different Types of Subject-Specific Learning Opportunities

Cited by 7 publications

References 36 publications

From barriers to boosters: initial teacher education for inclusive science education

From barriers to boosters: initial teacher education for inclusive science education

Impact of Inclusive Teacher Training Programs on Pre-service Teacher Educators: A Comprehensive Exploration

Interdependency, alternative forms of mathematical agency and joy as challenges to ableist narratives about the learning and teaching of mathematics

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