TY - JOUR
T1 - Teacher education in practice
T2 - Reconciling practices and theories in the United States context
AU - Kozleski, Elizabeth B.
AU - Gonzalez, Taucia
AU - Atkinson, Laura
AU - Mruczek, Cynthia
AU - Lacy, Lisa
N1 - Funding Information:
The authors acknowledge the support of the Office of Special Education Programmes grants H325T070009, H325D080027, and H325P060012. Funding agency endorsement of the ideas expressed in this manuscript should not be inferred. Support from members of the research team, particularly Federico Waitoller, is acknowledged.
PY - 2013/5
Y1 - 2013/5
N2 - This paper reports findings from an 18-month qualitative study that followed the experiences of nine teacher residents, their site professors, site coordinators, clinical teachers and principals in three professional learning schools. The study examined the tensions that emerged as teacher preparation theory intersected with the context-bound realities of daily life in schools and the political constraints that diminish possibilities for inclusive education. The paper addresses implications for teacher preparation programmes by reporting how teacher residents negotiated their understanding of and commitment for inclusive education through three themes: (a) critical reflection as an emergent practice, (b) whose learning, and (c) the trouble with behaviour. Interpreting these themes has implications for programmatic designs in teacher preparation.
AB - This paper reports findings from an 18-month qualitative study that followed the experiences of nine teacher residents, their site professors, site coordinators, clinical teachers and principals in three professional learning schools. The study examined the tensions that emerged as teacher preparation theory intersected with the context-bound realities of daily life in schools and the political constraints that diminish possibilities for inclusive education. The paper addresses implications for teacher preparation programmes by reporting how teacher residents negotiated their understanding of and commitment for inclusive education through three themes: (a) critical reflection as an emergent practice, (b) whose learning, and (c) the trouble with behaviour. Interpreting these themes has implications for programmatic designs in teacher preparation.
KW - culture practices
KW - inclusive education
KW - teacher collaboration
KW - teacher education
KW - teacher learning
KW - teacher practice
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U2 - 10.1080/08856257.2013.778114
DO - 10.1080/08856257.2013.778114
M3 - Article
AN - SCOPUS:84878606812
SN - 0885-6257
VL - 28
SP - 156
EP - 172
JO - European Journal of Special Needs Education
JF - European Journal of Special Needs Education
IS - 2
ER -