Exposing Conditional Inclusive Ideologies Through Simulated Interactions
Exposing Conditional Inclusive Ideologies Through Simulated Interactions
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通过模拟互动揭示有条件的包容性意识形态
DOI：
10.1177/0888406409357541
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发表时间：
2010
影响因子：
2.9
通讯作者：
Christine Ashby
中科院分区：
文献类型：
--
作者：
Benjamin Dotger;Christine Ashby
这份手稿探讨了教师候选人如何在模拟互动中制定广泛的包容性课堂准备。将一种常见的医学教育教学法传播到教师教育中，研究人员将受过包容性培训的教师候选人置于标准化的准专业人员面前。从这些模拟互动的数据表明，教师表达了一系列的观点，课堂上的做法与一个准专业人士，包括支持有条件的，排他性的做法，导致学生被从课堂上删除。启示中心如何教师准备机构可以更好地支持包容性的准备到包容性的实践转移。
This manuscript examines how teacher candidates enacted their extensive inclusive classroom preparation within simulated interactions. Diffusing a common medical education pedagogy to teacher education, the researchers situated inclusively-trained teacher candidates in front of standardized paraprofessionals. Data from these simulated interactions indicate teachers expressed a range of perspectives on classroom practice with a paraprofessional, including the support of conditional, exclusive practices that result in students being removed from classrooms. Implications center on how teacher preparation institutions can better support the transfer of inclusive preparation into inclusive practice.