Developing teachers as agents of inclusion and social justice

Figures & data

Table 1. Inclusive Pedagogical Approach

Underlying assumptions about what teachers should know, believe and do	Actions for reforming initial teacher education	Key challenges within the broader structures of schooling
Difference must be accounted for as an essential aspect of human development in any conceptualisation of learning (knowing)	Replacing deterministic views of ability with a concept of ‘transformability’	‘Bell-curve’ thinking and notions of fixed ability still underpin the structure of schooling
Teachers must believe (can be convinced) that they are qualified and capable of teaching all children (believing)	Demonstrating how the difficulties students experience in learning can be considered dilemmas for teaching rather than problems within students	The identification of difficulties in learning and the associated focus on what the learner cannot do often puts a ceiling on learning and achievement
The profession must develop creative new ways of working with others (doing)	Modelling new creative ways of working with and through others	Changing the way we think about inclusion (from ‘most’ and ‘some’ to everybody)

(adapted from Florian 2012, JTE)

Table 2. Aspects of teacher agency and inclusive pedagogical practices

Aspects of teacher agency	Inclusive practice
Purpose (commitment, motivation)	• teachers’ perceptions of their moral roles, sense of identity and motivation as agents of social justice • teachers’ own understanding of social justice
Competence (Inclusive Pedagogy as ‘core’ expertise)	• teachers’ understanding of broader social forces that influence schooling and (micro-)political competence • teachers’ practice of inclusive pedagogy, including:  1. Replacing deterministic views of ability with a concept of ‘transformability’  2. Demonstrating how the difficulties students experience in learning can be considered dilemmas for teaching rather than problems within students  3. Modelling new creative ways of working with and through others
Autonomy (individual and collective efficacy and agency, relationships and contextual factors)	• teachers’ beliefs about individual and collective  efficacy • levels of confidence, control and resilience • collaboration and collective agency for social justice • levels of power and trust in teachers’ relationships • perceptions of school cultures and the principal's  leadership • perceptions of teachers’ roles as school and system  developers and participation in decision-making • broader education policy and socio-cultural contexts
Reflexivity (reflexive monitoring of own action and social contexts)	• teachers’ capacity to articulate practical professional knowledge and justify actions • teachers’ meaning-making of the structures and cultures in their schools as sites for social transformation • critical and open reflection on their assumptions, practices and exploration of alternatives

(adapted from Pantić 2015, T&T)

Florian L. Preparing teachers to work in diverse classrooms: key lessons for the professional development of teacher educators from Scotland's Inclusive Practice Project. Journal of Teacher Education. 2012; 63(4Special Issue: Teacher Education Policies and Developments in Europe): 275–285.

 Web of Science ®Google Scholar

Pantić N. A model for study of teacher agency for social justice. Teachers and Teaching: Theory and Practice. 2015; 21(6Special Issue: Teacher Education Policies and Developments in Europe): 759–778.

 Web of Science ®Google Scholar