ERIC Number: EJ1010979
Record Type: Journal
Publication Date: 2013
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0885-6257
EISSN: N/A
Teacher Education in Practice: Reconciling Practices and Theories in the United States Context
Kozleski, Elizabeth B.; Gonzalez, Taucia; Atkinson, Laura; Mruczek, Cynthia; Lacy, Lisa
European Journal of Special Needs Education, v28 n2 p156-172 2013
This paper reports findings from an 18-month qualitative study that followed the experiences of nine teacher residents, their site professors, site coordinators, clinical teachers and principals in three professional learning schools. The study examined the tensions that emerged as teacher preparation theory intersected with the context-bound realities of daily life in schools and the political constraints that diminish possibilities for inclusive education. The paper addresses implications for teacher preparation programmes by reporting how teacher residents negotiated their understanding of and commitment for inclusive education through three themes: (a) critical reflection as an emergent practice, (b) whose learning, and (c) the trouble with behaviour. Interpreting these themes has implications for programmatic designs in teacher preparation. (Contains 1 table and 2 notes.)
Descriptors: Teacher Education, Educational Practices, Educational Theories, Context Effect, Professional Development Schools, Inclusion, Teacher Collaboration, Interviews, Classroom Observation Techniques, Journal Writing, Mentors, Coaching (Performance), Collegiality, Teaching Experience, Administrator Attitudes, Teacher Attitudes, Organizational Culture, Alignment (Education), Student Teacher Supervisors, Student Teacher Evaluation, Qualitative Research
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona
Grant or Contract Numbers: N/A