NDLI: Teacher education in practice: reconciling practices and theories in the United States context

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Teacher education in practice: reconciling practices and theories in the United States context

Content Provider	Scilit
Author	Kozleski, Elizabeth B. Gonzalez, Taucia Atkinson, Laura Mruczek, Cynthia Lacy, Lisa
Copyright Year	2013
Description	Journal: European Journal of Special Needs Education 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.
Related Links	https://kuscholarworks.ku.edu/bitstream/1808/13044/1/Kozleski_Teacher_Education_In_Practice.pdf
Ending Page	172
Page Count	17
Starting Page	156
ISSN	08856257
e-ISSN	1469591X
DOI	10.1080/08856257.2013.778114
Journal	European Journal of Special Needs Education
Issue Number	2
Volume Number	28
Language	English
Publisher	Informa UK Limited
Publisher Date	2013-05-16
Access Restriction	Open
Subject Keyword	Journal: European Journal of Special Needs Education Education Research Inclusive Education Teacher Education Culture Practices Teacher Learning Teacher Practice Teacher Collaboration
Content Type	Text
Subject	Health Professions Education Developmental and Educational Psychology

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