Inclusive pedagogy: From learning to action. Supporting each individual in the context of 'everybody'

Jennifer Spratt* (Corresponding Author), Lani Florian

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    49 Citations (Scopus)
    40 Downloads (Pure)

    Abstract

    This paper draws from a novel study of graduates from a one year Professional Graduate Diploma in Education (PGDE) course at the University of Aberdeen in Scotland. The study explored how beginning teachers in their various contexts used the theoretical ideas of inclusive pedagogy. Observation and interview data were analysed to reveal linkages between the principles that informed the course and the practices of programme graduates. By drawing on examples from the data that illustrate inclusive pedagogy in action, questions are addressed about how teachers in diverse classrooms create learning environments with opportunities that are available to everybody.
    Original languageEnglish
    Pages (from-to)89-96
    Number of pages8
    JournalTeaching and Teacher Education
    Volume49
    Early online date11 Apr 2015
    DOIs
    Publication statusPublished - 1 Jul 2015

    Keywords

    • inclusive pedagogy
    • inclusion
    • teacher education
    • diversity

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