Cumulative knowledge-building for inclusive education in initial teacher education

ABSTRACT

Initial teacher education must respond to the demand that newly qualified teachers are able to teach inclusively. This response has been the creation of opportunities for learning in coursework and field experiences. Research has identified the impact of these initiatives and also revealed challenges. One such challenge is the lack of a coherent conceptual framework that leads to a disconnection between coursework and field experiences. We frame this challenge as the need for cumulative knowledge-building as part of developing inclusive teaching as a knowledge-based practice. Drawing on the conceptual repertoire of Legitimation Code Theory, we argue for programme design that systematically develops pre-service teachers’ conceptual and contextual understandings of inclusive teaching through a structured interplay between coursework and field experiences. Assessment plays an important role in showing students what is important in a curriculum, so we suggest approaches to assessment of inclusive teaching competence that supports knowledge-building.

KEYWORDS:

• Inclusive education
• legitimation code theory
• initial teacher education
• knowledge-building

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work is based on the research supported in part by the National Research Foundation of South Africa [Grant Number: 109224].

Notes on contributors

Elizabeth Walton

Elizabeth Walton is Associate Professor in the School of Education at the University of Nottingham, and a visiting Associate Professor in the Wits School of Education. She is a forum member of the Unesco Chair in Teacher Education for Diversity and Development.

Lee Rusznyak

Lee Rusznyak is Associate Professor and Deputy Head of School in the Wits School of Education. She is a forum member of the Unesco Chair in Teacher Education for Diversity and Development.