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Probing and problematizing teacher professional development for inclusion
ARTICLE

, Faculty of Human Sciences, Australia ; , School of Education, Australia

International Journal of Educational Research Volume 83, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd

Abstract

This article explores the nature and extent to which special education professional development (PD) in schools influences teachers’ perceptions of inclusion. Drawing upon theorizing of inclusion, including Slee’s notion of ‘exclusive schooling’ and Florian and colleagues’ concept of ‘inclusive pedagogy’, the research employs Saldana’s thematic analysis/coding approach to identify key themes from the insights of 120 Canadian elementary and secondary teachers. The results reveal complex, perhaps unanticipated findings, including that increased exposure to current PD in special education appears to have detrimental effects upon teachers’ beliefs in, and understandings of inclusion. The research suggests the need for much closer attention to the nature of the PD experiences of teachers to counter more ‘exclusive’ practices, and to foster more inclusive pedagogies.

Citation

Woodcock, S. & Hardy, I. (2017). Probing and problematizing teacher professional development for inclusion. International Journal of Educational Research, 83(1), 43-54. Elsevier Ltd. Retrieved September 18, 2020 from .

This record was imported from International Journal of Educational Research on January 29, 2019. International Journal of Educational Research is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijer.2017.02.008

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