This article draws on research in one teacher education course in England and examines the ways in which the programme prepares student teachers for inclusive practice in science teaching. We frame our anlysis by drawing on aspects of institutional mediation of official policy on teacher education, as well as theories around inclusion and critical pedagogy.Using data from official sources, lecture material and interviews, we argue that in order to acieve real inclusion in teacher education programmes, we need pedagogies of praxis that move beyond (and sometimes against) the official policy definitions of inclusion and draw instead on a more critical approach to the formation of future professionals.
- inclusive practice
- initial teacher education
- education policy
Essex, Jane (Recipient), 7 May 2019
Prize: Prize (including medals and awards)