Transformative Pathways: Inclusive Pedagogies in Teacher Education

被引：0

作者：

Gudjonsdottir, Hafdis ^{[1
]}

Cacciattolo, Marcelle ^{[2
]}

Dakich, Eva ^{[3
,4
]}

Davies, Anne ^{[3
]}

Kelly, Claire ^{[4
]}

Dalmau, Mary C. ^{[5
]}

机构：

[1] Iceland Univ Educ, Reykjavik, Iceland

[2] Victoria Univ, Sch Educ, Community Partnership Program, Melbourne, Vic, Australia

[3] Victoria Univ, Sch Educ, Melbourne, Vic, Australia

[4] Victoria Univ, Melbourne, Vic, Australia

[5] Victoria Univ, Taking Fresh Look Educ, Melbourne, Vic, Australia

来源：

JOURNAL OF RESEARCH ON TECHNOLOGY IN EDUCATION | 2007年 / 40卷 / 02期

关键词：

Teacher education; inclusive pedagogies; Praxis Inquiry; social justice;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This paper reports a three-year study of Praxis Inquiry based developments in teacher education undertaken by an international consortium of university colleagues who have worked in Australia, Iceland, Latvia, and the United Kingdom. Our study suggests that the attainment of inclusive community responsive pedagogies-in schools and in teacher education programs-is situated in the public/personal dialectic between the transformation of individual values, world views, ethics and practice, and the sociocultural and structural factors that mediate equity, access, and opportunity in educational systems.

引用

页码：165 / 182

页数：18

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