Year-end Sale % OFF 
Abstract
ABSTRACTInitial teacher education must respond to the demand that newly qualified teachers are able to teach inclusively. This response has been the creation of opportunities for learning in coursework and field experiences. Research has identified the impact of these initiatives and also revealed challenges. One such challenge is the lack of a coherent conceptual framework that leads to a disconnection between coursework and field experiences. We frame this challenge as the need for cumulative knowledge-building as part of developing inclusive teaching as a knowledge-based practice. Drawing on the conceptual repertoire of Legitimation Code Theory, we argue for programme design that systematically develops pre-service teachers’ conceptual and contextual understandings of inclusive teaching through a structured interplay between coursework and field experiences. Assessment plays an important role in showing students what is important in a curriculum, so we suggest approaches to assessment of inclusive teaching competence that supports knowledge-building.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
