Inclusive Pedagogy

a way of being? Mapping inclusive pedagogy in initial teacher education

Research output: Contribution to conferencePaper

Abstract

Aims
This presentation will report on the findings relating to the University of Dundee from the collaborative study to identify and map inclusive pedagogy across Scotland’s universities initial teacher education programmes.

Methods
Following the development of the National Framework for Inclusion (STEC, 2009 and updated 2014), the Scottish Universities Inclusion Group have been working to articulate and deliver consistent approaches to the promotion of inclusive pedagogy across initial teacher education courses in Scotland. All eight universities are participating in the research.
We have used The Council of Europe’s ‘Tool to Upgrade Teacher Education Practices for Inclusive Education’ (Hollenweger, Pantic and Florian, 2015) to map inclusive teacher education practice and to identify and record how the principled approaches of the Framework for Inclusion are evident in initial teacher education across Scotland. The tool uses an activity model that can be applied to examine the activities that are taking place on our courses, and the intended outcomes.

Main Findings
Mapping using the tool has taken place with qualitative data being collected through audits of programme materials, and interviews and surveys with lecturers and students. The findings so far will be discussed.

Conclusions
Conclusions and findings, including recommendations for policy and practice, will be discussed.



Original languageEnglish
Publication statusPublished - 28 Nov 2018
EventSchool of Education and Social Work Research and Scholarship Conference - Dundee
Duration: 28 Nov 201828 Nov 2018

Conference

ConferenceSchool of Education and Social Work Research and Scholarship Conference
CityDundee
Period28/11/1828/11/18

Fingerprint

teacher
education
inclusion
Council of Europe
university
audit
university teacher
promotion
interview
Group
student

Keywords

  • initial teacher education
  • inclusive pedagogy
  • inclusion
  • inclusive teaching

Cite this

Cantali, D., & Knight, M. J. (2018). Inclusive Pedagogy: a way of being? Mapping inclusive pedagogy in initial teacher education. Paper presented at School of Education and Social Work Research and Scholarship Conference, Dundee, .
Cantali, Dianne ; Knight, Mary Jane. / Inclusive Pedagogy : a way of being? Mapping inclusive pedagogy in initial teacher education. Paper presented at School of Education and Social Work Research and Scholarship Conference, Dundee, .
@conference{34e6f03f66d34c8a85922523e03f8f40,
title = "Inclusive Pedagogy: a way of being? Mapping inclusive pedagogy in initial teacher education",
abstract = "AimsThis presentation will report on the findings relating to the University of Dundee from the collaborative study to identify and map inclusive pedagogy across Scotland’s universities initial teacher education programmes. MethodsFollowing the development of the National Framework for Inclusion (STEC, 2009 and updated 2014), the Scottish Universities Inclusion Group have been working to articulate and deliver consistent approaches to the promotion of inclusive pedagogy across initial teacher education courses in Scotland. All eight universities are participating in the research. We have used The Council of Europe’s ‘Tool to Upgrade Teacher Education Practices for Inclusive Education’ (Hollenweger, Pantic and Florian, 2015) to map inclusive teacher education practice and to identify and record how the principled approaches of the Framework for Inclusion are evident in initial teacher education across Scotland. The tool uses an activity model that can be applied to examine the activities that are taking place on our courses, and the intended outcomes. Main FindingsMapping using the tool has taken place with qualitative data being collected through audits of programme materials, and interviews and surveys with lecturers and students. The findings so far will be discussed.ConclusionsConclusions and findings, including recommendations for policy and practice, will be discussed.",
keywords = "initial teacher education, inclusive pedagogy, inclusion, inclusive teaching",
author = "Dianne Cantali and Knight, {Mary Jane}",
note = "References HOLLENWEGER, J., PANTIC, N and FLORIAN (2015) Tool to Upgrade Teacher Education Practices for Inclusive Education. Strasbourg: Council of Europe. Retrieved from http://pjp-eu.coe.int/documents/1473702/8927135/Tool+to+Upgrade+Teacher+Education+Practices+for+Inclusive+Education/0cf28c1b-4f95-49ab-9fd3-de77b772ffed{\%}20 Scottish Teacher Education Committee (STEC) (2014) National Framework for Inclusion Revised. Retrieved from http://www.frameworkforinclusion.org/index.php ; School of Education and Social Work Research and Scholarship Conference ; Conference date: 28-11-2018 Through 28-11-2018",
year = "2018",
month = "11",
day = "28",
language = "English",

}

Cantali, D & Knight, MJ 2018, 'Inclusive Pedagogy: a way of being? Mapping inclusive pedagogy in initial teacher education' Paper presented at School of Education and Social Work Research and Scholarship Conference, Dundee, 28/11/18 - 28/11/18, .

Inclusive Pedagogy : a way of being? Mapping inclusive pedagogy in initial teacher education. / Cantali, Dianne; Knight, Mary Jane.

2018. Paper presented at School of Education and Social Work Research and Scholarship Conference, Dundee, .

Research output: Contribution to conferencePaper

TY - CONF

T1 - Inclusive Pedagogy

T2 - a way of being? Mapping inclusive pedagogy in initial teacher education

AU - Cantali, Dianne

AU - Knight, Mary Jane

N1 - References HOLLENWEGER, J., PANTIC, N and FLORIAN (2015) Tool to Upgrade Teacher Education Practices for Inclusive Education. Strasbourg: Council of Europe. Retrieved from http://pjp-eu.coe.int/documents/1473702/8927135/Tool+to+Upgrade+Teacher+Education+Practices+for+Inclusive+Education/0cf28c1b-4f95-49ab-9fd3-de77b772ffed%20 Scottish Teacher Education Committee (STEC) (2014) National Framework for Inclusion Revised. Retrieved from http://www.frameworkforinclusion.org/index.php

PY - 2018/11/28

Y1 - 2018/11/28

N2 - AimsThis presentation will report on the findings relating to the University of Dundee from the collaborative study to identify and map inclusive pedagogy across Scotland’s universities initial teacher education programmes. MethodsFollowing the development of the National Framework for Inclusion (STEC, 2009 and updated 2014), the Scottish Universities Inclusion Group have been working to articulate and deliver consistent approaches to the promotion of inclusive pedagogy across initial teacher education courses in Scotland. All eight universities are participating in the research. We have used The Council of Europe’s ‘Tool to Upgrade Teacher Education Practices for Inclusive Education’ (Hollenweger, Pantic and Florian, 2015) to map inclusive teacher education practice and to identify and record how the principled approaches of the Framework for Inclusion are evident in initial teacher education across Scotland. The tool uses an activity model that can be applied to examine the activities that are taking place on our courses, and the intended outcomes. Main FindingsMapping using the tool has taken place with qualitative data being collected through audits of programme materials, and interviews and surveys with lecturers and students. The findings so far will be discussed.ConclusionsConclusions and findings, including recommendations for policy and practice, will be discussed.

AB - AimsThis presentation will report on the findings relating to the University of Dundee from the collaborative study to identify and map inclusive pedagogy across Scotland’s universities initial teacher education programmes. MethodsFollowing the development of the National Framework for Inclusion (STEC, 2009 and updated 2014), the Scottish Universities Inclusion Group have been working to articulate and deliver consistent approaches to the promotion of inclusive pedagogy across initial teacher education courses in Scotland. All eight universities are participating in the research. We have used The Council of Europe’s ‘Tool to Upgrade Teacher Education Practices for Inclusive Education’ (Hollenweger, Pantic and Florian, 2015) to map inclusive teacher education practice and to identify and record how the principled approaches of the Framework for Inclusion are evident in initial teacher education across Scotland. The tool uses an activity model that can be applied to examine the activities that are taking place on our courses, and the intended outcomes. Main FindingsMapping using the tool has taken place with qualitative data being collected through audits of programme materials, and interviews and surveys with lecturers and students. The findings so far will be discussed.ConclusionsConclusions and findings, including recommendations for policy and practice, will be discussed.

KW - initial teacher education

KW - inclusive pedagogy

KW - inclusion

KW - inclusive teaching

M3 - Paper

ER -

Cantali D, Knight MJ. Inclusive Pedagogy: a way of being? Mapping inclusive pedagogy in initial teacher education. 2018. Paper presented at School of Education and Social Work Research and Scholarship Conference, Dundee, .