Using activity theory to understand prospective teachers' attitudes to and construction of special educational needs and/or disabilities
TATE Volume 25, Number 4 ISSN 0742-051X Publisher: Elsevier Ltd
Appropriate professional development, including that initial teacher training, is regarded as a cornerstone of the development of inclusive education. This research is concerned with prospective teachers' conceptualisations of terms such as ‘disability’ and ‘special education’. Activity theory is proposed as a lens through which to consider the complexities involved. In the context of the English systems, this research, using data collected through word association and analysed using activity theory, explored the trainees' conceptualisations. The findings highlight both heterogeneity and homogeneity within a cohort of students, changes over time and implications for those involved in teacher education.
Pearson, S. Using activity theory to understand prospective teachers' attitudes to and construction of special educational needs and/or disabilities. Teaching and Teacher Education: An International Journal of Research and Studies, 25(4), 559-568. Elsevier Ltd.