NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ903957
Record Type: Journal
Publication Date: 2010-Nov
Pages: 5
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-0268-2141
The Transformative Nature of the Special School Placement: Reporting "Insistent" Data from Emerging Teachers and Exploring an Agenda for Future Research
Feeney, Alison; Gager, Anne; Hallett, Graham
Support for Learning, v25 n4 p159-163 Nov 2010
Emerging teachers undergoing initial teacher education programmes and given the opportunity to engage in a teaching placement in special provisions settings consistently report that they find the experience "transformative." Over eight years, informal and often unprompted data emerged which "insisted" upon reporting and suggested that the special school placement was transformative and differed in some significant features from other placements. There are themes of emerging teachers' confidence in their ability to include, awareness of and changes to attitudes towards inclusion, creative teaching methods (including altered approaches towards differentiation) and child-centred approaches contrasted with what was perceived to be a more restrictive mainstream curriculum. Alterations could be argued to include changes at the level of "identity," "attitude" and in the "acquisition of skills." Arguments are presented for the inclusion of such a placement as a required element within initial teacher education.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A