NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ835003
Record Type: Journal
Publication Date: 2009-May
Pages: 6
Abstractor: As Provided
ISSN: ISSN-0742-051X
Discourses of Inclusion in Initial Teacher Education: Unravelling a New Zealand "Number Eight Wire" Knot
O'Neill, John; Bourke, Roseanna; Kearney, Alison
Teaching and Teacher Education: An International Journal of Research and Studies, v25 n4 p588-593 May 2009
Institutional politics and diversity of ideological positions create challenges for teaching staff with polarised beliefs about inclusive education. This paper provides a methodological justification for a longitudinal study of the experience of developing an integrated "inclusive education" curriculum in one initial teacher education programme. The research focus is on the day-to-day practicalities of how teacher education programme reform is attempted, rather than abstract theories about how it should take place. First, the paper considers why an "inclusive education" approach is problematic. Second, the case narrative approach is explained. Finally, examples from two years of programme development are discussed.
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand