You are here:

Using activity theory to understand prospective teachers' attitudes to and construction of special educational needs and/or disabilities
ARTICLE

TATE Volume 25, Number 4 ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

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.

Citation

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. Retrieved August 9, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2009.02.011

Keywords