Developing and using a framework for gauging the use of invlusive pedagogy by new and experienced teachers

Lani Florian, Jennifer Spratt

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter describes the development and use of a framework, based on a set of theoretical principles that can support teachers, teacher educators and researchers make informed judgements about inclusive pedagogy in each unique setting. This chapter will address the concept of inclusive pedagogy; how the framework was developed; and will provide an introduction to the framework. Discussion will focus on how the framework was used by researchers to better understand how the ideas of inclusive pedagogy were enacted by newly qualified classroom teachers and how it was used to support experienced classroom teachers and specialist support teachers to challenge and alter some existing practices.
Original languageEnglish
Title of host publicationMeasuring Inclusive Education.
EditorsChris Forlin, Tim Loreman
Place of PublicationUK
PublisherEmerald Publishing
Pages263-278
Volume3
ISBN (Electronic)978-1-78441-145-9
ISBN (Print)978-1-78441-146-6
DOIs
Publication statusPublished - 2014

Publication series

NameInternational Perspectives on Inclusive Education
PublisherEmerald Group Publishing Limited
Volume3
ISSN (Print)1479-3636

Keywords

  • Inclusive pedagogy
  • initial teacher education
  • teacher professional development

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