Teacher learning for inclusive education: understanding teaching as a cultural and political practice

Abstract

In this article, we describe a model of teacher learning which is grounded in an apprenticeship approach to developing both practical knowledge and a critical understanding of the everyday practices that result in marginalisation. Beginning with an exploration of self and the lenses that teachers use to understand, assess and predict the performance of their students, apprentice teachers explore their practice from cultural perspectives. An intense focus on learning after the grounding in identity and culture braids psychological and social cultural perspectives to deepen teachers’ understanding of the learning process. The apprenticeship experience culminates in a final theme around assessment. To summarise, this teacher learning model is organised to prepare teachers who design learning environments that respond to the cultural histories, intellectual experiences and psychological characteristics of each learner.

Keywords:

• teacher education
• identity
• culture
• individual difference
• inclusion

Acknowledgements

The authors acknowledge the support of the Urban Professional Learning Schools Initiative awarded by the US Department of Education’s Office of Special Education Programs. Funding agency endorsement of the ideas presented in this article should not be inferred.