Developing and Maintaining Inclusive Identities: Understanding Student Teaching through de Certeau’s Framework of Tactics and Strategies

References

• Ashby, C. (2012). Disability studies and inclusive teacher preparation: A socially just path for teacher education. Journal of the Association for Persons with Severe Handicaps, 37(2), 89–99. doi:10.2511/027494812802573611
   Web of Science ®Google Scholar
• Ball, D. L., & Forzani, F. M. (2009). The work of teaching and the challenge for teacher. Journal of Teacher Education, 60(5), 497–511. doi:10.1177/0022487109348479
   Google Scholar
• Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189. doi:10.1080/03057640902902252
   Google Scholar
• Beck, C., & Kosnick, C. (2001). From cohort to community in preservice teacher education programs. Teaching and Teacher Education, 17(8), 925–948. doi:10.1016/S0742-051X(01)00041-5
   Web of Science ®Google Scholar
• Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128. doi:10.1016/j.tate.2003.07.001
   Web of Science ®Google Scholar
• Bettie, J. (2014). Women without class: Girls, race, and identity. Oakland, CA: Univ of California Press.
   Google Scholar
• Biklen, D., & Burke, J. (2006). Presuming competence. Equity & Excellence in Education, 39(2), 166–175. doi:10.1080/10665680500540376
   Google Scholar
• Bogdan, R., & Biklen, S. K. (2007). Qualitative research for education: An introduction to theories and methods (Vol. 5). Boston, MA: Pearson.
   Google Scholar
• Brantlinger, E., Klingner, J., & Richardson, V. (2005). Importance of experimental as well as empirical qualitative studies in special education. Mental Retardation, 43(2), 92–119. doi:10.1352/0047-6765(2005)43<92:IOEAWA>2.0.CO;2
   PubMedGoogle Scholar
• Broderick, A., Reid, D. K., & Valle, J. W. (2008). Disability studies in education and the practical concerns of teachers. In S. Gabel & S. Danforth (Eds.), Vital questions facing disability studies in education (Vol. 2, pp. 131–160). New York, NY: Peter Lang.
   Google Scholar
• Broderick, A. A., Hawkins, G., Henze, S., Mirasol-Spath, C., Pollack-Berkovits, R., Clune, H. P., & Steel, C. (2011). Teacher counternarratives: Transgressing and ‘restorying’ disability in education. International Journal of Inclusive Education, 16(8), 825–842. doi:10.1080/13603116.2010.526636
   Web of Science ®Google Scholar
• Burke, K., & Sutherland, C. (2004). Attitudes toward inclusion: Knowledge vs. experience. Education, 125(2), 153–163.
   Google Scholar
• Bushnell, M. (2003). Teachers in the schoolhouse panopticon complicity and resistance. Education and Urban Society, 35(3), 251–272. doi:10.1177/0013124503035003001
   Web of Science ®Google Scholar
• Coldron, J., & Smith, R. (1999). Active location in teachers’ construction of their professional identities. Journal of Curriculum Studies, 31(6), 711–726. doi:10.1080/002202799182954
   Web of Science ®Google Scholar
• Cook, L., & Friend, M. (2010). The state of the art of collaboration on behalf of students with disabilities. Journal of Educational and Psychological Consultation, 20(1), 251–272. doi:10.1080/10474410903535398
   Web of Science ®Google Scholar
• Darling-Hammond, L. (1999). Educating teachers for the next century ‘rethinking practice and policy’. National Society for the Study of Education, 1, 221–256.
   Google Scholar
• Darling-Hammond, L. (2009). Research review/teacher learning: What matters. Educational Leadership, 66(5), 46–53.
   Web of Science ®Google Scholar
• Darling-Hammond, L. (2010). Teacher education and the American future. Journal of Teacher Education, 61(6), 35–47. doi:10.1177/0022487109348024
   Web of Science ®Google Scholar
• De Certeau, M. (Ed.). (1984). The practice of everyday life. Berkeley and Los Angeles, CA: University of California Press.
   Google Scholar
• Dedoose Version 6.1.18, web application for managing, analyzing, and presenting qualitative and mixed method research data. (2015). Los Angeles, CA: SocioCultural Research Consultants, LLC. Retrieved from www.dedoose.com
   Google Scholar
• Denzin, N., & Lincoln, Y. S. (2005). The Sage handbook of qualitative research. Thousand Oaks, CA: Sage.
   Google Scholar
• Flick, U. (2008). Managing quality in qualitative research. Thousand Oaks, CA: Sage Publications Limited.
   Google Scholar
• Friend, M., Cook, L., Hurley-Chamberlain, D., & Shamberger, C. (2010). Co-teaching: An illustration of the complexity of collaboration in special education. Journal of Educational and Psychological Consultation, 20(1), 9–27. doi:10.1080/10474410903535380
   Web of Science ®Google Scholar
• Graziano, K. J., & Navarrette, L. A. (2012). Co-teaching in a teacher education classroom: Collaboration, compromise, and creativity. Issues in Teacher Education, 21(1), 109–126.
   Google Scholar
• Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, re-imagining teacher education. Teachers and Teaching: Theory and Practice, 85(2), 273–289. doi:10.1080/13540600902875340
   Web of Science ®Google Scholar
• Guadelli, W., & Ousley, D. (2009). From clothing to skin: Identity work of students in culminating field experiences. Teacher and Teacher Education, 21(1), 931–939. doi:10.1016/j.tate.2009.02.017
   Web of Science ®Google Scholar
• Kasa-Hendrickson, C. (2005). ‘There’s no way this kid’s retarded’: Teachers’ optimistic constructions of students’ ability. International Journal of Inclusive Education, 9(1), 55–69. doi:10.1080/1360311042000253591
   Google Scholar
• Kohn, A. (2006). Beyond discipline: From compliance to community. Alexandria, VA: Association for Supervision and Curriculum Development.
   Google Scholar
• Kliewer, C., Biklen, D., & Kasa-Hendrickson, C. (2006). Who may be literate? Disability and resistance to the cultural denial of competence. American Educational Research Journal, 43(2), 163–192.
   Web of Science ®Google Scholar
• Lovett, H. (1996). Learning to listen: Positive approaches and people with difficult behavior. Boston, MA: Paul Brooks Publishing Co.
   Google Scholar
• Montaño, T., & Burstein, J. (2006). Maestras, mujeres y mas: Creating teacher networks for resistance and voice. Journal of Latinos and Education, 5(3), 169–188. doi:10.1207/s1532771xjle0503_2
   Google Scholar
• Musanti, S. I., & Pence, L. (2010). Collaboration and teacher development: Unpacking resistance, constructing knowledge, and navigating identities. Teacher Education Quarterly, 37(1), 73–89.
   Google Scholar
• Ollin, R. (2005). Professionals, poachers or street-level bureaucrats: Government policy, teaching identities and constructive subversions. In J. Satterthwaite & E. Atkinson (Eds.), Discourses of education in the age of imperialism (pp. 151–162). Staffordshire, England: Trentham Books Limited.
   Google Scholar
• Olsen, B. (2008). Introducing teacher identity and this volume. Teacher Education Quarterly, 35(3), 3–6.
   Google Scholar
• Oyler, C. (2011). Teacher preparation for inclusive and critical (special) education. Teacher Education and Special Education: the Journal of the Teacher Education Division of the Council for Exceptional Children, 34(3), 201–218. doi:10.1177/0888406411406745
   Google Scholar
• Peters, S., & Reid, D. K. (2009). Resistance and discursive practice: Promoting advocacy in teacher undergraduate and graduate programmes. Teaching and Teacher Education, 25(4), 551–558. doi:10.1016/j.tate.2009.02.006
   Web of Science ®Google Scholar
• Peterson, J. M., & Hittie, M. M. (2003). Inclusive teaching: Creating effective schools for all learners. New York, NY: Pearson Education, Inc.
   Google Scholar
• Poirier, C. F. (1992). A student teacher’s voice: Reflections on power. British Journal of Teacher Education, 18(1), 85–91.
   Google Scholar
• Regan, K. S. (2009). Improving the way we think about students with emotional and/or behavioral disorders. Teaching Exceptional Children, 4(5), 60–65. doi:10.1177/004005990904100507
   Google Scholar
• Rozelle, J. J., & Wilson, S. M. (2012). Opening the black box of field experiences: How cooperating teachers’ beliefs and practices shape student teachers’ belief and practices. Teaching and Teacher Education, 28(8), 1196–1205. doi:10.1016/j.tate.2012.07.008
   Web of Science ®Google Scholar
• Sachs, J. (2000). Rethinking the practice of teacher professionalism. In C. Day, A. Fernandez, T. E. Hauge, & J. Moller (Eds.), The life and work of teachers: International perspectives on changing times (pp. 76–90). London, England: Falmer Press.
   Google Scholar
• Sachs, J. (2003). Teacher activism: Mobilising the profession. Paper presented at the Plenary address presented to the British Educational Research Association Conference, Edinburgh, Scotland, Heriot Watt University.
   Google Scholar
• Schepens, A., Aelterman, A., & Vlerick, P. (2009). Student teachers’ professional identity formation: Between being born as a teacher and becoming one. Educational Studies, 35(4), 361–378. doi:10.1080/03055690802648317
   Web of Science ®Google Scholar
• Scruggs, T. E., Mastropiero, M. A., & McDuffie, K. A. (2007). Co-teaching in inclusive classrooms: A metasynthesis of qualitative research. Exceptional Children, 73(4), 392–416. doi:10.1177/001440290707300401
   Web of Science ®Google Scholar
• Smyth, J. (2001, April). Reflections on a ‘damaged life’: The ‘hidden injuries’ of teaching within the self-managing school. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA.
   Google Scholar
• Solis, M., Vaughn, S., Swanson, E., & Mcculley, L. (2012). Collaborative models of instruction: The empirical foundations of inclusion and co-teaching. Psychology in the Schools, 49(5), 485–510. doi:10.1002/pits.21606
   Web of Science ®Google Scholar
• Sutherland, L., Howard, S., & Markauskaite, L. (2010). Professional identity creation: Examining the development of beginning preservice teachers’ understanding of their work as teachers. Teaching and Teacher Education, 26(3), 455–465. doi:10.1016/j.tate.2009.06.006
   Web of Science ®Google Scholar
• Theoharis, G. (2009). The school leaders our children deserve: Seven keys to equity, social justice and school reform. New York, NY: Teachers College Press.
   Google Scholar
• Trainor, A., & Graue, E. (2013). Reviewing qualitative research in the social sciences. New York, NY: Routledge.
   Google Scholar
• Udvari-Solner, A. (1997). Inclusive Education. In C. A. Grant & G. Ladson-Billings (Eds.), Dictionary of multicultural education (pp. 141–144). Pheonix, AZ: Oryx Press.
   Google Scholar
• Valencia, S. W., Martin, S. D., Place, N. A., & Grossman, P. L. (2009). Complex interactions in student teaching: Lost opportunities for learning. Journal of Teacher Education, 60(3), 304–322. doi:10.1177/0022487109336543
   Web of Science ®Google Scholar
• Watson, C. (2006). Narratives of practice and the construction of identity in teaching. Teachers and Teaching: Theory and Practice, 12(5), 509–526. doi:10.1080/13540600600832213
   Google Scholar
• Young, K. S. (2011). Combined credential programs: Pedagogic, practical, and ideological concerns. Teacher Education Quarterly, 38(2), 7–26.
   Google Scholar
• Zeichner, K. M. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61(1–2), 89–99. doi:10.1177/0022487109347671
   Web of Science ®Google Scholar