Inclusive pedagogy : from learning to action. Supporting each individual in the context of 'everybody'
Inclusive pedagogy : from learning to action. Supporting each individual in the context of 'everybody'
复制标题
包容性教学法：从学习到行动。
DOI：
10.1016/j.tate.2015.03.006
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
L. Florian
中科院分区：
文献类型：
--
作者：
J. Spratt;L. Florian
本文取材于对苏格兰阿伯丁大学一年教育专业研究生文凭（PGDE）课程毕业生的一项新研究。本研究探讨了初任教师在不同情境下如何运用全纳教学法的理论思想。对观察和访谈数据进行了分析，以揭示指导课程的原则与课程毕业生的实践之间的联系。通过从数据中提取例子，说明包容性教学法在行动中，探讨了教师如何在不同的教室中创造每个人都有机会的学习环境。
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.