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Education Inquiry Volume 6, 2015 - Issue 3: Special Issue: Teacher Education Policies and Developments in Europe
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Thematic Section

Developing teachers as agents of inclusion and social justice

Nataša PantićSchool of EducationUniversity of Edinburgh, Scotland. Email: [email protected]Correspondence[email protected]
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Lani FlorianSchool of EducationUniversity of Edinburgh, Scotland. Email: [email protected]View further author information
Article: 27311 | Published online: 01 Sep 2015

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Marjatta Takala, Päivi Pihlaja & Elina Viljamaa. (2023) ‘Yes it’s good, but … ’ – student teachers’ inclusion narratives. Scandinavian Journal of Educational Research 67:7, pages 1056-1068.
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Aoife Brennan & Alan Gorman. (2023) Leading transformative professional learning for inclusion across the teacher education continuum: lessons from online and on-site learning communities. Professional Development in Education 49:6, pages 1117-1130.
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Elina Gerosimou & Kyriaki (Kiki) Messiou. (2023) Thinking outside the ‘deficit box’: promoting the equal valuing of all children through teacher professional development. International Journal of Inclusive Education 0:0, pages 1-16.
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Lorna Hamilton & Angela Jaap. (2023) Pre-service teachers and conceptions of intelligence in the Scottish context: challenging a unidimensional view. Teacher Development 0:0, pages 1-23.
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Teresa Swist, Thilakshi Mallawa Arachchi, Jenna Condie & Benjamin Hanckel. (2023) Socio-technically just pedagogies: a framework for curriculum-making in higher education. Learning, Media and Technology 0:0, pages 1-14.
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Ahmed Bawa Kuyini, Mohammed Awal Alhassan, Boitumelo Mangope & Thenjiwe Emily Major. (2023) Norwegian teachers: competencies perceived as important for inclusive education. International Journal of Inclusive Education 0:0, pages 1-18.
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Hanne Kristin Aas. (2023) Professional development for inclusive and adaptive education: Lesson Study in a Norwegian context. Professional Development in Education 49:3, pages 491-505.
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Peter Mtika, Dean Robson, Archie Graham & Lindsay MacDougall. (2023) Student teachers’ perspectives of learning to enact an inclusive pedagogy: insights for working in high poverty school environments. Teaching Education 0:0, pages 1-16.
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Inmaculada Orozco & Anabel Moriña. (2023) Exploring the beliefs of Spanish teachers who promote the development of inclusive pedagogy. International Journal of Inclusive Education 27:5, pages 620-635.
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Hanne Kristin Aas, M. Uthus & A. Løhre. (2023) Inclusive education for students with challenging behaviour: development of teachers’ beliefs and ideas for adaptations through Lesson Study. European Journal of Special Needs Education 0:0, pages 1-15.
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Sheng-Hsiang Lance Peng. (2023) Professional development, teacher community and agency in the international school context: the trajectory of a Vietnamese case. PRACTICE 0:0, pages 1-10.
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C. Sundqvist, C. Björk-Åman & K. Ström. (2023) Co-Teaching During Teacher Training Periods: Experiences of Finnish Special Education and General Education Teacher Candidates. Scandinavian Journal of Educational Research 67:1, pages 20-34.
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Katharina Glas, Erica Catalán, Marcel Donner & Carla Donoso. (2023) Designing and providing inclusive ELT materials in times of the global pandemic: a Chilean experience. Innovation in Language Learning and Teaching 17:1, pages 114-129.
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Yazeed Alnasser. (2023) Perceptions of Saudi elementary and middle school special education teachers of the concept of teacher leadership. Journal of Education for Teaching 49:1, pages 153-166.
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Annabel Watson, Lucy Kelly, Joan Foley, Judith Kneen, Susan Chapman, Lorna Smith & Helena Thomas. (2022) Teacher agency in the selection of literary texts. English in Education 56:4, pages 340-356.
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Francis R. Ackah-Jnr. (2022) Enabling inclusive education: the leadership ecosystem in an early childhood-school-community context. International Journal of Leadership in Education 0:0, pages 1-19.
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Matthew Clarke & Caroline Elbra-Ramsay. (2022) Double indemnity: dualities, tensions and loss in the moral economies of feedback. Asia-Pacific Journal of Teacher Education 50:3, pages 266-281.
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Per-Åke Rosvall & Mattias Nylund. (2022) Civic education in VET: concepts for a professional language in VET teaching and VET teacher education. Journal of Vocational Education & Training 0:0, pages 1-20.
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Stephanie C. Holmes. (2022) Inclusion, autism spectrum, students’ experiences. International Journal of Developmental Disabilities 0:0, pages 1-15.
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Aoife Brennan & Fiona King. (2022) Teachers’ experiences of transformative professional learning to narrow the values practice gap related to inclusive practice. Cambridge Journal of Education 52:2, pages 175-193.
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Christina Hajisoteriou, Christiana Karousiou & Panayiotis Angelides. (2022) Rethinking interculturalism: student voices on promoting intercultural school development. Research Papers in Education 37:2, pages 249-274.
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Gunilla Eklund, Christel Sundqvist, Matilda Lindell & Heidi Toppinen. (2021) A study of Finnish primary school teachers’ experiences of their role and competences by implementing the three-tiered support. European Journal of Special Needs Education 36:5, pages 729-742.
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Christel Sundqvist & Bjørg Mari Hannås. (2021) Same vision – different approaches? Special needs education in light of inclusion in Finland and Norway. European Journal of Special Needs Education 36:5, pages 686-699.
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Jane Essex, Nafsika Alexiadou & Paula Zwozdiak-Myers. (2021) Understanding inclusion in teacher education – a view from student teachers in England. International Journal of Inclusive Education 25:12, pages 1425-1442.
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Nataša Pantić. (2021) Teachers’ Reflection on their Agency for Change (TRAC): a tool for teacher development and professional inquiry. Teacher Development 25:2, pages 136-154.
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Anabel Moriña, Marta Sandoval & Fuensanta Carnerero. (2020) Higher education inclusivity: when the disability enriches the university. Higher Education Research & Development 39:6, pages 1202-1216.
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Kelly Sharp, Jane M. Jarvis & Julie M. McMillan. (2020) Leadership for differentiated instruction: teachers’ engagement with on-site professional learning at an Australian secondary school. International Journal of Inclusive Education 24:8, pages 901-920.
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Órla Ní Bhroin & Fiona King. (2020) Teacher education for inclusive education: a framework for developing collaboration for the inclusion of students with support plans. European Journal of Teacher Education 43:1, pages 38-63.
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Tawanda Majoko. (2019) Inclusion of children with autism spectrum disorder in mainstream early childhood development: Zimbabwean parent perspectives. Early Child Development and Care 189:6, pages 909-925.
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Mahlapahlapana Themane & Hlabathi Rebecca Thobejane. (2019) Teachers as change agents in making teaching inclusive in some selected rural schools of Limpopo Province, South Africa: implications for teacher education. International Journal of Inclusive Education 23:4, pages 369-383.
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Alexis Padilla & Paulo Tan. (2019) Toward inclusive mathematics education: a metatheoretical reflection about countering ableism in mathematics standards and curriculum. International Journal of Qualitative Studies in Education 32:3, pages 299-322.
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Nataša Pantić, Mary Taiwo & Amanda Martindale. (2019) Roles, practices and contexts for acting as agents of social justice – student teachers’ perspectives. Teachers and Teaching 25:2, pages 220-239.
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Tawanda Majoko. (2019) Inclusion of children experiencing parental separation and divorce in mainstream early childhood development in Zimbabwe. Early Child Development and Care 189:2, pages 301-317.
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Tawanda Majoko. (2018) Effectiveness of special and inclusive teaching in early childhood education in Zimbabwe. Early Child Development and Care 188:6, pages 785-799.
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Heather King & Effrosyni Nomikou. (2018) Fostering critical teacher agency: the impact of a science capital pedagogical approach. Pedagogy, Culture & Society 26:1, pages 87-103.
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Tawanda Majoko. (2017) Inclusion in Early Childhood Education: a Zimbabwean perspective. International Journal of Inclusive Education 21:12, pages 1210-1227.
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Tawanda Majoko. (2017) Mainstream Early Childhood Education teacher preparation for inclusion in Zimbabwe. Early Child Development and Care 187:11, pages 1649-1665.
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Said Juma, Elina Lehtomäki & Aimo Naukkarinen. (2017) Scaffolding teachers to foster inclusive pedagogy and presence through collaborative action research. Educational Action Research 25:5, pages 720-736.
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Andrew W. Brown. (2017) Striving for social sensitivity: the impact of a social justice project on student teachers’ understanding of pupils from socially disadvantaged backgrounds. Pastoral Care in Education 35:2, pages 77-87.
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Simoni Symeonidou. (2017) Initial teacher education for inclusion: a review of the literature. Disability & Society 32:3, pages 401-422.
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