Book ChapterDOI
Pedagogies of Inclusion in Teacher Education: Global Perspectives
Christine E. Sleeter
- pp 149-165
TLDR
The authors argue that while neoliberalism greatly contributes to the growing diversity of students for whom teachers need preparation, however, it also shrinking public resources for serving those same populations while simultaneously constraining the work of teachers and teacher educators.Abstract:
Educators around the world increasingly see teacher education as crucial to developing pedagogies of inclusion, particularly as student populations diversify. While neoliberalism greatly contributes to the growing diversity of students for whom teachers need preparation, however, it is also shrinking public resources for serving those same populations while simultaneously constraining the work of teachers and teacher educators.read more
Citations
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Journal ArticleDOI
Collaborative professional development for distributed teacher leadership towards school change
TL;DR: The authors analyzed the case of the Seminar for Critical Citizenship (SCC) established by teachers of infant, primary, secondary and higher education to experiment with and share innovative practices, and found that while it enables a network for collaboration, egalitarian dialogue and empowerment, certain tensions persist between theory and practice, and in attitudes towards innovation and school culture.
Journal ArticleDOI
Teacher Training in Intercultural Education: Teacher Perceptions.
Victoria Figueredo-Canosa,Luis Ortiz Jiménez,Cristina Sánchez Romero,María Carmen López Berlanga +3 more
TL;DR: In this article, the authors evaluate teacher perceptions on the training received in intercultural education and show certain strengths of the training teacher programs in the field of interculturality (encouragement of reflection, participation and collaboration), as well as weaknesses (decontextualization, inflexibility, primacy of theoretical learning, non-transversal character).
Exploring the Facilitation of Critical Consciousness With Preservice Teachers
TL;DR: Castro et al. as discussed by the authors explored and connected the key critical pedagogical teaching approaches that shaped the developing CC of preservice teacher participants, and found that these teacher educators were aware of the problem of abstract language and the potential of students being out of touch with critical pedagogogical theories and goals.
Journal ArticleDOI
Examining the Pedagogical and Institutional Phenomena that Influence the Facilitation of Critical Consciousness
TL;DR: In this article, the authors explored how critical pedagogy shaped and influenced the development of critical consciousness among preservice teacher candidates, revealing that facilitating critical consciousness was a complex process influenced by pedagogical and institutional mechanisms.
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