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ERIC Number: EJ835009
Record Type: Journal
Publication Date: 2009-May
Pages: 10
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0742-051X
Using Activity Theory to Understand Prospective Teachers' Attitudes to and Construction of Special Educational Needs and/or Disabilities
Pearson, Sue
Teaching and Teacher Education: An International Journal of Research and Studies, v25 n4 p559-568 May 2009
Appropriate professional development, including that initial teacher training, is regarded as a cornerstone of the development of inclusive education. This research is concerned with prospective teachers' conceptualisations of terms such as "disability" and "special education". Activity theory is proposed as a lens through which to consider the complexities involved. In the context of the English systems, this research, using data collected through word association and analysed using activity theory, explored the trainees' conceptualisations. The findings highlight both heterogeneity and homogeneity within a cohort of students, changes over time and implications for those involved in teacher education. (Contains 5 figures and 3 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A