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Transformative Pathways: Inclusive Pedagogies in Teacher Education
ARTICLE

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Journal of Research on Technology in Education Volume 40, Number 2, ISSN 1539-1523

Abstract

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. Our 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. (Contains 2 figures, 1 table and 9 footnotes.)

Citation

Guojonsdottir, H., Cacciattolo, M., Dakich, E., Davies, A., Kelly, C. & Dalmau, M.C. (2008). Transformative Pathways: Inclusive Pedagogies in Teacher Education. Journal of Research on Technology in Education, 40(2), 165-182. Retrieved January 27, 2020 from .

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