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Inclusive education: pre-service teachers' reflexive learning on diversity and their challenging role
journal contributionposted on 2023-05-17, 22:30 authored by Bentley-Williams, Robyn, Morgan, J
Today people from a wide range of socio-cultural backgrounds are entering the teaching profession. The changing profile of pre-service teachers prompted inquiry into personal and professional influences in understanding diversity and inclusive practices. Two teacher educators collaborated across Australian universities to explore reflexive practices in preparing pre-service teachers for their complex teaching roles in the twenty-first century. Modes of delivery were an on-campus Inclusive Education unit with situated learning opportunities in community settings and a fully online Inclusive Education unit. Findings revealed that reflexive learning was a key mediating strategy in expanding the participants' consciousness. Participants engaged in confronting assumptions, raising awareness of diverse learning needs and critiquing social justice principles and equity issues. By creating a supportive learning environment, teacher educators were able to shift pre-service teachers from mere acceptance of diversity to a commitment to ethical decision-making and quality inclusive education.
Publication titleAsia-Pacific Journal of Teacher Education
Department/SchoolFaculty of Education
Place of publicationAustralia
Rights statementCopyright 2013 Taylor and Francis