Transformative Pathways: Inclusive Pedagogies In Teacher Education

• Main Authors: Guðjónsdóttir, Hafdis, Cacciattolo, Marcelle, Dakich, Eva, Davies, Anne Carolyn, Kelly, Claire, Dalmau, Mary C
• Format: Article in Journal/Newspaper
• Language: unknown
• Published: International Society for Technology in Education 2007
• Subjects: 1301 Education Systems; 9399 Other Education and Training; School of Education; 1302 Curriculum and Pedagogy; ResPubID13534; access; equity; inclusive pedagogies; opportunites; praxis inquiry; transformation; Iceland
• Online Access: https://vuir.vu.edu.au/3291/

This paper reports a three-year study of Praxis Inquiry based developments in teacher education undertaken by an international consortium of university colleagues who have worked in Australia, Iceland, Latvia, and the United Kingdom. The study suggests that the attainment of inclusive community responsive pedagogies - in schools and in teacher education programs - is situated in the public/personal dialectic between the transformation of individual values, world views, ethics and practice, and the sociocultural and structural factors that mediate equity, access, and opportunity in educational systems.