Conference Agenda

One of the greatest challenges for teacher education is to prepare teachers for the complex task of teaching for excellence while at the same time pursuing equity and inclusion (Cochran-Smith, Ell, Grudnoff, Haigh, Hill and Ludlow, 2016). 

The challenges are not new. There have always been pupils who are marginalized by the education system and these systemic inequities have continually shaped the context in which teachers have to do their work (e.g. Gadsden, Davis & Artiles, 2009). However, today the dimensions of diversity and inequality have increased due to recent migration patterns (OECD, 2019) and social justice, equity and inclusion movements that gained importance during the last decades (Biesta, 2012). 

Many studies have been performed on how to prepare teachers to teach for equity and inclusion, growing at hundreds per year. Researchers have appraised, summarized and brought together existing studies in reviews and meta-analyses. A review of 26 review studies was performed by the chair (Van Peteghem & Consuegra, 2021) and summarizes the recurrent recommendations for teacher education in a grid containing ten principles: 1) inclusion and diversity should not be isolated in one course but integrated throughout the curriculum, 2) guidance  is needed during recruitment and study progress 3) critical inquiry and self-reflection should be key learning goals, 4)  mentoring and coaching should be offered before, during and after training practice, 5) community-based learning should be included to learn in and with local contexts and partners, 6) collaboration with schools is necessary to facilitate transition into practice to reduce the practice shock, 7) collaboration within and outside of school is a key learning goal, 8) student-teachers should have safe spaces to share thoughts without fear for negative consequences, 9) student-teachers should not only learn about inclusion and diversity in general but also about special needs of specific target groups, 10) the use of technology can  be exploited to support multiperspectivism. 

The grid has been discussed in depth during a physical two-day visit to Paris in November 2022 by the members of the Connected Research Community (CRC) ‘Research for inclusive education’ which is part of the EUTOPIA European University alliance. This alliance brings together ten European universities aiming to become, by 2030, an open, multicultural, confederated operation of connected campuses. The CRC aims to connect research initiatives across EUTOPIA partners and beyond in order to improve teacher education for inclusion.  

In this symposium four studies from teacher education institutions in Brussels (Belgium), Paris (France) and Gothenburg (Sweden) are presented with each study addressing one or more of the principles in the grid for teacher education for inclusion. The first paper shows how collaboration between regular and special education teachers can change practices and discourse about ‘students in difficulties’. The second paper describes under which conditions constructive disruption experienced by pre- and in-service teachers during collaborative inquiry in urban schools can lead to changes in beliefs and practices. The third paper uses the grid to analyse program documents and interviews with leadership and teacher educators to assess the curriculum of a teacher education program.  The fourth paper investigates how hybridization of the teacher education curriculum can contribute to teacher education for inclusion for example by creating online safe spaces.

Mixed methods are used in the studies such as document analyses, semi-structured interviews, observations and surveying. The discussant is not a member of the CRC and will discuss how inclusion might be defined and operationalised differently in the four studies and how the grid could be further developed to be used as an analytical framework for teacher education institutions to self-assess their programs. 

In France, specialized teachers of the RASED (Réseau d'Aide aux Elèves En Difficulté) are in charge of primary school students labelled by “regular” teachers as being "in difficulty". These specialized teachers are resource persons as indicated in the reference framework of competences (Official journal of 12-2-2017). As such, they can engage in a partnership with their “regular classroom” colleagues as co-teachers. Co-teaching is defined as the joint pedagogical work, in the same group, time and space, of two teachers who share educational responsibilities to achieve specific objectives (Tremblay, 2015). Co-teaching allows caring for these students reported as "in difficulty" within the classroom.  This research begun in 2022 and deals with the item "Collaboration" (item 7 of the grid). This study is based on the observation of 10 pairs of regular teacher-specialized teacher working collaboratively.  The methodology consists of a longitudinal collection of different types of data: forms filled in by the class teachers, a questionnaire filled in by these teachers, observations of videos of co-teaching sessions, semi-directive interviews (Imbert, 2010), conducted by the specialised teacher, which will question the regular teacher on his or her practice after the experience of co-teaching, particularly with pupils identified at the outset as being in difficulty. Finally, a seminar gathered together the specialized teachers and allowed them to discuss the collaborative modes of each of them and to share the evolution of this partnership with their “regular classroom” colleagues.  Preliminary results indicate a twofold evolution among the regular teachers. On the one hand, their professional gestures (Bucheton and Soulé, 2009) are more anticipated and allow better support to "students in difficulty". The joint identification of the pedagogical and didactic parameters that affect the construction of learning makes it possible to remove the disagreements (Champain 2019, 2023) that prevented the progress of students reported as "in difficulty". All regular teachers broaden their representations to a class system that encompasses their own practice.  On the other hand, the discourse of the classroom teachers shifts, with regard to the stated objective, the forms of student engagement, and their productions. The teachers' statements about the "lack of concentration of the students", their "inattention", their "laziness", evolve and are transformed into needs. From a discourse centered on the pupil as the sole bearer of the difficulty, we thus observe the displacement of the "difficulty", this term opens to more systemic considerations.

BAUTIER, E. & RAYOU,P. (2009). Les inégalités d'apprentissage. Programmes, pratiques et malentendus scolaires, PUF, coll. « Education et société ».  BERZIN, C & BRISSET, C, (2008). « Le statut de la difficulté dans les apprentissages : les représentations des enseignants spécialisés et non spécialisés », Armand Colin. Carrefours de l'éducation, n° 25. 91 – 101  BUCHETON, D. et SOULÉ, Y, (2009). « Les gestes professionnels et le jeu des postures de l’enseignant dans la classe : un multi-agenda de préoccupations enchâssées », Éducation et didactique, vol 3 - n°3.  CHAMPAIN, P., (2019). « Les difficultés de compréhension des attentes de l’école : du malentendu au mal attendu. Point de vue des enseignants et mise en perspective avec les productions d’élèves, étude exploratoire. », in « La lettre de l’AIRDF, N°66, pp.10-15.  JANIN, M., MOREAU, G., et TOULLEC-THERY, M. , (2021) « Le coenseignement dans une classe hétérogène promeut-il une différenciation pédagogique ? » Éducation et socialisation.   MONTFROY, B. (2002) «La définition des élèves en difficulté en ZEP : le discours des enseignants de l’école primaire ». Revue Française de Pédagogie, n° 140. 33 – 40. 

Collaborative inquiry (principle 3 and 7 of the grid) is conceived as a systematic process of inquiry-based learning about school-related issues among different actors inside and outside schools, i.e., in-service teachers, pre-service teachers, secondary school students and teacher educators. In the last decade, the authors each conducted a long-term research project in Belgium on various aspects of collaborative inquiry. Willegems (2020) examined how it can contribute to pre-service and in-service teachers' professional learning (professionalization). Strijbos (2022) probed how and under what conditions it might enhance student participation in their schools. Both research projects were situated in the context of urban secondary schools since evidence suggests major challenges in terms of both sustainable teacher engagement and student participation (Milner & Lomotey, 2017; Nasir et al., 2011; Sampermans et al., 2017).   Regardless of their disparate research foci, both authors found that when actors share their divergent perspectives and voices with each other it causes a disruption of the familiar practice. Moreover, they both observed in real-life settings that such disruption can be constructive in nature when the right level of turbulence is achieved, stimulating actors to adjust their daily practice and beliefs (Cochran-Smith & Lytle, 2009). Collaborative inquiry, in other words, through constructive disruption, has the potential to change school practice.   Drawing on research findings from both PhD projects (Strijbos, 2022; Willegems, 2020), we will summarize how constructive disruption, provoked by voicing professionals and youth in the context of collaborative inquiry, can contribute to more inclusive urban school practices. For three focus areas, we infer how teacher education can prepare pre-service teachers to do so.  First, it proves critical to balance the prevailing multiple voices. To this end, an adequate learning and working environment characterized by an overall positive approach should be created, allowing ample opportunities to make the different perspectives explicit. Second, it requires specific expertise among teachers to establish inclusive school practice: (1) expertise in emotional interaction, recognizing and adequately dealing with emotions between participants, and (2) expertise in conflict, provoking and channeling disagreement and controversy for depth in relationship and communication to be obtained. Finally, unambiguous assignment and interpretation of the roles and responsibilities of all actors appears of paramount importance. Without this, participants prove to fulfill their roles in accordance with their own judgments, causing frustration when unspoken expectations are not put into practice. 

Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as stance: Practitioner research for the next generation. New York: Teachers College Press.   Milner IV, H. R., & Lomotey, K. (2017). Handbook of Urban Education. Routledge.  Nasir, N. S., Jones, A., & Mclaughlin, M. (2011). School Connectedness for Students in Low-Income Urban High Schools, 39(8), 1755–1793. http://www.tcrecord.org/Content.asp?ContentId=16173  Sampermans, D., Maurissen, L., Louw, G., Hooghe, M., & Claes, E. (2017). ICCS 2016 Rapport Vlaanderen. KU Leuven, Centrum voor Politicologie.  Strijbos, J. (2022). Student Participation in Urban Schools: Investigating the Democratic Potential of Student-Teacher Partnerships.  Willegems, V. (2020). Inside Stories of Collaborative Teacher Research Teams: Spaces for Developing Extended Professionalism in School-university Partnerships. 

This paper aims at identifying how principle 1 (integration) is implemented in Sweden for teacher education. Most teacher education programs in Sweden incorporate a short module (ca 7.5 ECTS) that incorporate aspects of special education, conflict management and social relations. However, we know little about if and how inclusive education content permeates the core curriculum (Miškolci, et al. 2021).  The Swedish context is characterized by collective action spearheaded by a social democratic welfare state. This political and cultural background has been instrumental in creating an early and fertile base from which to criticize the traditional special educational and exclusionary approach and to formulate concepts such as normalization, integration and inclusion (Beach & Dyson, 2016).   However, a number of findings reveal a large gap between policy intentions and practice with regards to inclusion. There are general agreement both among researchers and practitioners that an indispensable element of inclusive education involves ensuring that all teachers are prepared to teach all students (Paulsrud & Nilholm, 2020). This study explores how integration of inclusion towards teacher education is implemented in Sweden. We are exploring the degree to which the ten principles of effective teacher education for inclusion (Van Peteghem & Consuegra, 2021) are present in the curriculum of general teacher education program for primary and secondary schools at a Swedish university and how it is perceived to be present. The analytical framework for data-analysis is guided by the ten principles for effective teacher education for inclusion To analyze prescription and reality, a mixed method design is adopted combining document analysis (reviewing program goals, curriculum, syllabus etc.) and semi-structured interviews with five program leaders in our faculty and ten teachers educators. We are studying how integration is done considering the text and how it is put into practice for teacher educators.   Analyses are still being finalized at the moment of submitting this symposium. Preliminary results shows how the concept of inclusive education is very little infused in different subjects and content matters and in which cases inclusive education is translated (or not)  into learning and teaching practices.  The presentation will conclude by highlighting challenges, opportunities and dilemmas to competently prepare teachers to be able to create an inclusive learning environment in their teaching practices. 

Beach, D., & Dyson, A. (Eds.). (2016). Equity and Education in cold climates, in Sweden and England. London: Tufnell Press.  Miškolci, J., Magnússon, G., & Nilholm, C. (2021). Complexities of preparing teachers for inclusive education: case-study of a university in Sweden. European Journal of Special Needs Education, 36(4), 562-576.  Paulsrud, D., & Nilholm, C. (2020). Teaching for inclusion–a review of research on the cooperation between regular teachers and special educators in the work with students in need of special support. International Journal of Inclusive Education, 1-15. 

The communication proposed aims at understanding the consequences of the use of technology (point 10 of the grid  of Van Peteghem & Consuegra, 2021) on teacher education for inclusion.  We approach this question by considering the situation in our own teaching academy, in France, and we further focus on teacher training for vocational and technological schools. This academy is in the biggest administrative area of France. This area contains socially disadvantaged families, which goes with younger teams of teachers, turnover, and recruiting difficulties that are higher than the national average. So we have to consider inclusive education in an intersectional approach (Artiles & Kozleski 2007).  The Covid19 pandemic has profoundly added to this context, taking teacher training away from its face-to-face roots into a system that was almost exclusively distance-learning, and that now is becoming increasingly hybridized between the two approaches. This has resulted in, among other things, large-scale changes in the use of technology for teacher training.  We consider a broad approach to inclusion looking for universal pedagogy (Bergeron et al 2011) : As teachers develop their ability to teach children with special needs, this also improves their ability to teach all children generally. We also care that as an innovation (Cros, 2001), digital environment facilitates transformations in teaching (Barrette, 2009) but is also a generator of inequalities (Plantard, 2021). Using the grid as an analysis of change, we are studying the consequences of the hybridization of the teacher education. Regarding our methodology, we reconducted a survey we already had in the general population of teachers in 2016 (n=260) on our trainee teachers in december 2021 (n=102) and completed by four focus groups of 15 trainees in February 2022 and seven long interviews in the summer of 2022.   Our results show that the hybridization of face-to-face and online distance-learning tends to lead to more collaborative work, as well as fostering online communities that further aid teacher education. These correspond to points 5 and 7 of the grid. This socialization tends to cross disciplines, which further helps integrate inclusion (point 1 of the grid) into the full experience of teaching. Trainees further testified during the interviews how they are reusing their online training to provide online "safe space" (point 8 of the grid), where their pupils felt more comfortable asking questions. This too fosters a universal pedagogy. We will thus discuss the issues of digital technology for teacher education. 

Artiles, A. J., & Kozleski, E. (2007). Beyond convictions: Interrogating culture, history, and power in inclusive education. Language Arts, 84, 357-364.  Barrette C. (2009). « Méta-recherche sur les  effets de l’intégration des TIC en pédagogie collégiale».  Revue internationale des technologies en pédagogie universitaire, vol.6, n°2-3, p.18-25  http://www.ritpu.org/IMG/pdf/RITPU_v06_n02-03_18.pdf  Bergeron L., Rousseau N. & Leclerc M. (2011). La pédagogie universelle : au cœur de la planification de l’inclusion scolaire. Éducation et francophonie, n°39(2), pp.87–104. https://doi.org/10.7202/1007729ar  Cros F. (2001), L’innovation scolaire. Paris, Institut National de Recherche Pédagogique.  Perez-Roux T. (2020). Le rapport au numérique des enseignants: controverses au sein d'un lycée et enjeux identitaires. B. Marin et D. Berger (dir.). Recherche en éducation : des enjeux partagés, Le réseau des INSPE, 2020.  Tricot, A. (2017). L’innovation pédagogique. Retz.  Van Peteghem, H., & Consuegra, E. (2021). Aandacht voor culturele diversiteit in de (leraren)opleiding. In Diversiteit in het hoger onderwijs: van theoretisch kader naar praktijkgerichte verandering (pp. 129-145). ASP.