Can an expanded interpretation of phronesis support teacher professional development for inclusion?

Lani Florian (Corresponding Author), Archie Graham

Research output: Contribution to journalSpecial issue

11 Citations (Scopus)

Abstract

This paper presents an overview of the concept of inclusive pedagogy, conceptualised as an approach to teaching that focuses on extending what is generally available to everyone (as opposed to providing for all by differentiating for some) while taking into account that there will be differences between learners. It considers the concept of phronesis as a tool for exploring questions about teacher decision-making in relation to inclusive pedagogy and how phronesis might be taught. To this end, we review some of the ways in which phronesis has been used in teacher education, and consider the potential of broadening the term based on a Heideggerian rather than Aristotelian conceptualisation of it. We consider whether this broader conceptualisation may help to facilitate the development of teachers to understand the limitations inherent in traditional approaches to learner difference and adopt an inclusive pedagogical approach instead.
Original languageEnglish
Pages (from-to)465-478
Number of pages14
JournalCambridge Journal of Education
Volume44
Issue number4
Early online date7 Oct 2014
DOIs
Publication statusPublished - 2014

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Keywords

  • inclusion
  • phronesis
  • inclusive education
  • teacher education
  • professional development

Cite this

Can an expanded interpretation of phronesis support teacher professional development for inclusion? / Florian, Lani (Corresponding Author); Graham, Archie.

In: Cambridge Journal of Education, Vol. 44, No. 4, 2014, p. 465-478.

Research output: Contribution to journalSpecial issue

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