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ERIC Number: EJ939050
Record Type: Journal
Publication Date: 2011
Pages: 19
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: ISSN-1710-2146
Newly Qualifying Teachers' Perspectives of Diversity and Inclusion: "Understanding through Visual Representations"
Phillipson, Sivanes; Forlin, Chris
International Journal of Whole Schooling, v7 n1 p1-19 2011
This research explores the use of visual imagery as a strategy for gaining a greater understanding of diversity and inclusion within regular schools as perceived from the perspective of 118 newly qualifying teachers in Hong Kong. Dyads or small groups of teachers participating in a teacher education course were asked to represent their understanding of the concept of inclusion within the local context by using a visual imagery approach. Analysis of 14 images identified a range of issues perceived by these participants as supportive and exclusive of the whole school approach to education being adopted locally. Discussion focuses on the use of visual imagery as an innovative and engaging way for preparing teachers for inclusive education. (Contains 8 figures.)
Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail: wholeschooling@twmi.rr.com; Web site: http://www.wholeschooling.net
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong