Abstract
<p>The present paper explores the extent to and the ways in which European mandates for teacher education for inclusion can inspire post-graduate teacher education for inclusion in the context of Greek higher education. With means of a longitudinal self-study on such a course for language teachers the empowering effects of teacher education for inclusion are identified, barriers to it are looked into and suggestions for improvement, as exemplified by the Greek context, are made. The present research aims to contribute to our thinking on inclusive education in that the Profile of Inclusive Teachers, so far related mainly to initial teacher education, is related to post-graduate education and language teacher education, so far minimally explored in self-studies, is explored.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0628/a.php" alt="Hit counter" /></p>
Highlights
Course’s participants, and secondly, to reflect, on the basis of the elicited picture, upon the way forward for teacher education for inclusion in Greece, by identifying its strengths and suggesting possible improvements. Both aims are in agreement with the call for research on a European level, since it is recommended that “teacher educators should engage in research to inform the on-going content and structure of teacher education programmes” (EAfDiSNE, 2015a, p. 44)
In her review of the recent research and literature Symeonidou (2017, p. 416) points out that studies “do not generally address teacher educators themselves as variables that influence the outcome of any approach” and it was this call for reflection which initiated the present research
With a sense of what LaBoskey calls “a pedagogical responsibility” (LaBoskey, 2007a, p. 839), it was intended to support the learning about teaching for me, my students and the context of higher education in general. This self-initiated self-study should transcend the personal level and contribute to teacher education research in general, to conclude with a story that “is no longer just a story” (Berry & Kosnik, 2010; Loughran, 2010, as quoted in Han, 2016, p. 423) and the ‘self’ is not all that matters, in the sense that “the ‘self’ continues to resurface as a focus, a focus that takes on new meaning when considered in terms of knowledge development” (Loughran, 2018, pp. 3-4)
Summary
416) points out that studies “do not generally address teacher educators themselves as variables that influence the outcome of any approach” and it was this call for reflection which initiated the present research In it two strategies were employed: conducting on-going research, which prompts teacher educators to challenge their own assumptions, and self-study, during which teacher educators produce local knowledge and theory and negotiate their own teaching practice (European Agency for Special Needs and Inclusive Education (EAfSNaIE), 2015a, p. 839), it was intended to support the learning about teaching for me, my students and the context of higher education in general This self-initiated self-study should transcend the personal level and contribute to teacher education research in general, to conclude with a story that “is no longer just a story” In other words, hoped to contribute to our thinking about the effectiveness of different routes into teaching, approaches to teacher education and the curriculum and the role of courses and how best to prepare all teachers for diversity (EAfDiSNE, 2011a, p. 65)
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