This paper draws from a novel study of graduates from a one year Professional Graduate Diploma in Education (PGDE) course at the University of Aberdeen in Scotland. The study explored how beginning teachers in their various contexts used the theoretical ideas of inclusive pedagogy. Observation and interview data were analysed to reveal linkages between the principles that informed the course and the practices of programme graduates. By drawing on examples from the data that illustrate inclusive pedagogy in action, questions are addressed about how teachers in diverse classrooms create learning environments with opportunities that are available to everybody.
- Inclusive pedagogy
- Teacher education
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- Moray House School of Education and Sport - Bell Chair of Education
- Centre for Research in Education Inclusion and Diversity (CREID)
- Institute for Education, Teaching & Leadership
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