Agency in the darkness: 'Fear of the unknown', learning disability and teacher training for inclusion
- Submitting institution
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University of Derby
- Unit of assessment
- 23 - Education
- Output identifier
- 300592-1
- Type
- D - Journal article
- DOI
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10.1080/13603116.2017.1370738
- Title of journal
- International Journal of Inclusive Education
- Article number
- -
- First page
- 426
- Volume
- 22
- Issue
- 4
- ISSN
- 1360-3116
- Open access status
- Compliant
- Month of publication
- -
- Year of publication
- 2017
- URL
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https://www.tandfonline.com/doi/full/10.1080/13603116.2017.1370738
- Supplementary information
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- Request cross-referral to
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- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
- -
- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- No
- Number of additional authors
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1
- Research group(s)
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-
- Proposed double-weighted
- No
- Reserve for an output with double weighting
- No
- Additional information
- This article forms a synthesis of original research conducted by Robinson and theorisations by Goodey.
The original study offered the following research question:
What are the essential principles and practices that underpin effective models of teacher education for inclusive practice?
As reported in Robinson (2015), the research process, located in England, combined a participative Inclusive Action Research project situated within one partnership school with other research tools to enable analysis of the conditions, processes and activities that may be relevant to the development of pre-service teachers and serving teachers in the area of SEN and inclusive practices. The IAR took place within this school over a period of 22 months. There were a total of 22 participants in the project: 5 were teaching assistants, 10 were pre-service teachers and 7 were serving teachers.
Methods of data analysis were qualitative and involved content analysis, coding, enumeration and progressive focussing (LeCompte & Preissle, 1992; Silverman, 2013). Across the data, the constant comparative method (Glaser & Strauss, 1973) was used to explain how and why practitioners learn to be inclusive (or otherwise) whilst also allowing researcher bias to be minimised. The IAR used a reflexive, evaluative cycle combined with other methods to enable explanation of emerging phenomena. Data was captured using unstructured, non-participant classroom observation, participant writing, interviews, conversations and analysis of documentary artefacts. Dissemination was achieved through publications written for a practitioner and teacher educator audience (Robinson, 2015) and research conferences, masterclasses and practitioner forums.
Goody’s original research (Goodey, 2015; 2011) was a historical study of primary texts including classical, late medieval and renaissance texts. Texts included popular guides, medical treatises, religious, philosophical works, poetry and drama with a particular focus on the period between the protestant reformation and 1700. The work has been disseminated in research monographs, polemical texts and conferences.
- Author contribution statement
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- Non-English
- No
- English abstract
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