TY - JOUR
T1 - Through the eyes of inclusion
T2 - an evaluation of video analysis as a reflective tool for student teachers within special education
AU - Dovigo, Fabio
N1 - Publisher Copyright:
© 2019, © 2019 Association for Teacher Education in Europe.
PY - 2020/1/1
Y1 - 2020/1/1
N2 - The role of special education teachers is currently facing an extensive renewal process closely related to the professional transition from a narrow understanding of special education, rooted in the deficit paradigm, to a broader vision of inclusion as a whole-school and community action. Within such a process, student teachers’ professional development in special education plays a crucial role. Studies on this topic underline how student teachers’ beliefs and attitudes regarding inclusive education deeply affect their future teaching activity. Research shows that, while student teachers usually agree with the principles of inclusive teaching, they are much less sure of how to implement those principles in their teaching practice. By assessing the breadth of the gulf between ideals and practice, my investigation emphasises how the video analysis of simulated lessons carried out by student teachers can contribute to a positive change in student teachers’ attitudes towards inclusion in school. Such a change would help student teachers develop a reflective stance that would strengthen their ability to transform inclusive principles into everyday educational practices.
AB - The role of special education teachers is currently facing an extensive renewal process closely related to the professional transition from a narrow understanding of special education, rooted in the deficit paradigm, to a broader vision of inclusion as a whole-school and community action. Within such a process, student teachers’ professional development in special education plays a crucial role. Studies on this topic underline how student teachers’ beliefs and attitudes regarding inclusive education deeply affect their future teaching activity. Research shows that, while student teachers usually agree with the principles of inclusive teaching, they are much less sure of how to implement those principles in their teaching practice. By assessing the breadth of the gulf between ideals and practice, my investigation emphasises how the video analysis of simulated lessons carried out by student teachers can contribute to a positive change in student teachers’ attitudes towards inclusion in school. Such a change would help student teachers develop a reflective stance that would strengthen their ability to transform inclusive principles into everyday educational practices.
KW - attitudes
KW - beliefs
KW - Inclusion
KW - special education teachers
KW - video analysis
UR - http://www.scopus.com/inward/record.url?scp=85075715487&partnerID=8YFLogxK
U2 - 10.1080/02619768.2019.1693996
DO - 10.1080/02619768.2019.1693996
M3 - Article
AN - SCOPUS:85075715487
SN - 0261-9768
VL - 43
SP - 110
EP - 126
JO - European Journal of Teacher Education
JF - European Journal of Teacher Education
IS - 1
ER -