04. Inclusive Education
Ignite Talk (20 slides in 5 minutes)
Examining Educator Awareness of Diverse Student Populations in Scottish Council Secondary Schools
Ruth-Terry Walden
University of Glasgow, United Kingdom
Presenting Author: Walden, Ruth-Terry
Purpose:
The purpose of this Ignite Talks presentation is to examine and discuss teacher awareness and methods of addressing various student achievement gaps and issues in Scottish secondary council schools. Emphasis will be placed on discussing those acknowledged variables that are recognized by Scottish educators as tangible factors to inhibiting student achievement at the secondary levels. This presentation will also present possible solutions currently being used globally by other educational entities with similar diverse student populations.
Current Policies in Place:
The Scottish Educational System is a devolved one in which the Scottish Government has delegated authority and autonomy to local authorities to determine catchment or district improvement plans for their local student populations. These improvement plans may vary from district to district. This is seen globally and reflects the current educational policies of the United Nations G4 Right to a Quality Education. Scotland recognizes that its students are diverse yet marginalized through various inequities. There is an acknowledged commitment to address these inequities through the educational system. The methodology used to do so is yet to be determined or implemented at this time.
Stakeholders in the Educational Process:
The presentation will also discuss the importance of the intersection of recognition and participation of all educational stakeholders (parents, community partners, teachers, therapeutic support and head teachers) in a child’s life. While it is globally acknowledged that this is a global best practice in education, the Scottish educational framework will be examined through this presentation for tangible evidence of a framework to achieve this intersection of educational stakeholders.
Teacher Agency and Activism:
The current educational climate in the United kingdom underscores that teacher agency and activism for positive educational change is visibly evident. Teachers are currently requesting that working conditions, curriculum, assessments and therapeutic support for students must be reviewed for restructuring and tangible change. Teacher preparation at the university level is also being reviewed and revised to meet the needs of a diverse and marginalized student population. Potential teachers are questioning the current status quo with respect to methodology, curriculum content and teacher practice. All of which will be discussed in this presentation.
Student Agency and Participation:
There appears to be no student agency and activism at the secondary level in Scottish Schools. How are educators empowering students to take ownership over their learning process? Do educators in Scotland see this as viable as global educators? How Can Scottish teachers empower their students to become classroom leaders and thus create sustained student learning engagement in their classrooms?
Parental Engagement and Empowerment:
Marginalized parents in an educational environment may be so for a number of reasons: they may have come through the very system their children are in and were marginalized themselves causing systemic educational trauma for them and their children. Language may be a barrier. And socio-economic constraints may be a factor. None of this precludes meaningful participation in their children’s education. How do educators in Scottish council schools partner with community stakeholders to empower parents to effectively advocate for their children’s education?
Methodology, Methods, Research Instruments or Sources UsedResearch Methodologies: (K. Taber; University of Cambridge 2015.)
The researcher will use the Observation Technique of information gathering and analysis: That is she will use any and all of the below to obtain data:
Student Assessment
Closed Ended Questionnaires
Diary/Journal
Supporting Documents
Interaction Schedules
Interviews
Learning Inventories
Open Ended Questionnaires
Diagnosis of Student Conceptions
Triangulation
The researcher is seeking to obtain both formal and informal data results from conducted research to determine her findings.
For the purposes of this presentation, observations will be defined as the intuitive and internal reflections of the researcher in the normal classroom and school environment. The Nature of this Technique is
1. Observation of the classroom and or school environment, Students’ Body language, their classroom (peer to peer) and (pupil to teacher) social interactions and activities that allows for the promotion of the interview
2. Observations that are coded using a standardized measure
3. Observations that result in the production of a running record of the internal observation Assumptions underpinning the Technique
4. Accurate interpretation of the behavior in the classroom and school environment
5. Researcher’s ability to notice everything I need to observe Practical Issues that a novice researcher should be aware of and corresponding examples
5. Note taking needs to be done quickly so that the researcher does not miss substantial data o Use shorthand for noting down observations
6. The presence of the researcher may alter the typical behavior of the participants, therefore
7. To Have an initial introductory period that allows both the researcher and the participants to get acquainted so as to better facilitate a less threatening environment
8. Be prepared for unexpected occurrences
9. Allowing extra time in research design
Reflection of the Strengths and Limitations
Strengths: Eye witness into the details of the natural environment •
Limitations: Bias as a result of researcher interpretation, time constraints
(Dr Keith Taber; Professor of Science Education at the University of Cambridge.) 2015.
Conclusions, Expected Outcomes or FindingsConclusions:
The current educational research in Scotland supports that Scottish council schools recognize a primary perceived and tangible variable for student achievement and that may be socio-economic class. While researchers and educators may be cognizant of other variables such as lack of perceived parental agency to effectively advocate for their children, environmental trauma; cultural displacement (language acquisition) , domestic violence, substance abuse, lack of on-site therapeutic support as well as the need for meaningful curriculum reform to meet the changing needs of a diverse student population, these are not balanced with the socio-economic status of council school students.
The current global research supports that educators globally are understanding that they must be the empowerment for positive educational change at the local, regional and national levels. It is the hope of these research findings that Scottish educators are cognizant of their role but do not yet perceive the educational avenues they must navigate in order to effect positive educational change in Scottish council schools.
Current data indicates that from an informal perspective teachers in Scotland are aware of all of the constraints that impact their teaching and they are actively and collectively demanding reform in their schools. The research hopes to examine the effectiveness of these demands for reform and the ways in which teachers will galvanize at the local level to begin the collective educational reform process. Many new and veteran teachers are using their classrooms as platforms for educational change. This research seeks to assess the impact of local initiatives on the broader educational scheme.
The research has yet to be conducted but will be completed well before the conference with Ignite Talks slides submitted beforehand.
ReferencesReferences:
https://www.gtcs.org.uk/news/teachers-recognised-as-pioneering-spirits-in-equality-and-diversity-share-gtc-scotlands-saroj-lal-award/ (January 31, 2023).
https://www.gov.scot/publications/blueprint-fairness-final-report-commission-widening-access/pages/4/ (January 31, 2023).
Sheila Riddell (2009) Social justice, equality and inclusion in Scottish education, Discourse: Studies in the Cultural Politics of Education, 30:3, 283-296, DOI: 10.1080/01596300903036889
https://www.eppenetwork.org/post/the-scottish-curriculum-and-minority-representation (January 31,2023).
https://www.interculturalyouthscotland.org/ (January 31, 2023).
04. Inclusive Education
Paper
Engaging with Teacher Education Students’ Diversity in Teacher Education for Inclusion: Insights based on a Biographical Research Approach
Ann-Kathrin Arndt1, Isabel Sievers2, Bettina Lindmeier2
1Bielefeld University, Germany; 2Leibniz Universität Hannover, Germany
Presenting Author: Arndt, Ann-Kathrin;
Sievers, Isabel
Widening perspectives of inclusive education in schools from predominately focusing on students with disability or special needs to broader notions of diversity (Claiborne & Balakrishnan, 2020), is connected to an increasing interleave between discourses on inclusion and diversity (Resch et al., 2021, 11). With regard to teacher education for inclusion, Florian and Camedda (2020, 6.) emphasize the “need to develop programmes that enable class teachers to deliver high quality inclusive education in diverse classrooms”. However, referring to a general and special education dual-degree teacher education programme, Pugach and Blanton (2012, 254) indicate that despite its goal of preparing teachers for “the full range of diversity in their student populations”, diversity was “defined more frequently as disability” (ibid., 262). Taking into account multiple, intersecting “difference categories” (Plösser & Mecheril, 2012, 797), Pugach et al. (2021, 237) emphasize the need to “complicate disability” by strengthening intersectional perspectives.
Questions of diversity also arise with regard to (future) teachers: Recently, diversity or rather the “lack of diversity within the teaching profession” (Heinz et al., 2022, 229) received more attention (e.g. on European level: Donlevy et al., 2016). Keane et al. (2022, 5) refer to the “international phenomenon” of “teaching bodies predominantly drawn from majority-group socio-demographic backgrounds”. They emphasize that “representation matters” without considering “the diversification of teaching profession as a social justice panacea” (Keane et al., 2022, 7.). Previous research on experiences of “teachers from under-represented groups” problematized “the essentialisation of minority and ‘working class’ teachers and their high levels of stress and over-burdening” (ibid.). Heinz (2015) emphasizes broadening perspectives to challenge “highly normative debates often surrounding (student) teacher’s job motivations” and to stop treating teacher education students “as one homogenous group”. This implies not only to include different “’dimensions’ of diversity” (Keane et al., 2022, 13) in research, but also questioning essentialist, often binary notions of difference: For instance, Rosen and Jacob (2021) problematize the reference to “migration background” in research on minority teachers. As pairing of ‘inclusion’ and ‘diversity’ often remains vague, Shure (2017, 649) calls for perspectives on diversity which engage with complexities, ambiguities and multiple belonging. Diversity as an analytical perspective (Sievers et al., 2013) sheds light on (re)production of “structures of power and inequality” (Ploesser & Mecheril, 2012, 799). This implies critical reflection on “perils of reification” (Kertzer, 2017) in research.
Biographical research approaches empirically analyze educational stories, understandings of belonging and positions in a contextualized way, which emphasizes complexity and ambiguity (Dausien, 2009). We present results from the ongoing project „Pathways to Teaching – (Educational) Biographies of Teacher Education Students”. Based on a reconstructive biographical research approach (Rosenthal, 2018), teacher education students’ life-historical constructions form a starting point for the overall aim to gain a deeper understanding of diversity in teaching and teacher education. The main research question is: What are the specific pathways and experiences as well as orientations of teacher education students? In this context, we are interested in the specific relevance of intersecting ‘dimensions’ of diversity and questions of (multiple) belongings as well as experiences of exclusion. Our biographical study focuses on teacher education students in the German context. Referring to Neary’s (2022) work on LGBTQI+ teachers in Ireland, Mc Daid et al. (2022, 216) point out that this reflects “a very particular social and legislative context”, while raising more general questions. By thus, taking a closer look at teacher students’ biographies in one national context, contributes to ongoing discussions on diversity and diversification concerning the (future) teaching workforce at both European and international level.
Methodology, Methods, Research Instruments or Sources UsedIn the project “Pathways to Teaching” various strategies were applied to reach out to a broader range of possible interviewees. We deliberately made no reference to diversity or certain ‘dimensions’ of diversity. Nevertheless, (potential) interviewees might connect the study to this area of interest based on our previous research and teaching in this field. Four special education Master’s students participated in data collection and analysis within a research-oriented study project or their Master’s thesis. Their participation contributed to broadening the sample. Heinz’ (2015) critique of constructing student teachers as a homogenous group in research calls for including different sub-groups related to different teacher education programmes as well as stages in the initial teacher education. While some federal states or universities have more integrated teacher education programmes, overall teacher education programmes or “types of teaching careers” (KMK, 2019, 196) reflect the structure of the selective school system in Germany. Initial teacher education consists of a Bachelor’s and Master’s phase. The interviewees in our sample studied different teacher education programmes in general education (for primary education or upper secondary education), special education or vocational education. Both Bachelor’s and Master’s students were interviewed.
Interviews were based on principles of the biographical-narrative interview which aims to provide space for interviewees to freely talk about their own experiences. Especially in the initial phase of the interview, the interviewer focuses on maintaining the “flow” of the interviewee’s narration without “substantial interventions” (Rosenthal, 2018, 133ff). With our initial narrative question, we encouraged teacher education students to talk about their life story. Based on a “global analysis” (Rosenthal, 2015, 82), we choose six interviews for closer analysis. This analysis is guided by principles of biographical case reconstruction which draws attention to “biographical meaning of the past experiences” and to “the meaning of the self-presentation in the present” (Rosenthal, 2018,. 167). As biographical approaches consider the interrelatedness of individuals and society, analyzing teacher education students’ narrations is linked to understanding the relevant “discourses” (Rosenthal, 2018, 165). In the context of risks of reification (Kerzter, 2017) and essentialization in studies on diversity, a reflective research approach is emphasized (Bührmann, 2020). As Wojciechowicz (2017, 137) points out ‘isolated’ forms of reflection, e.g. on sampling, do not suffice to reflect on the complex situatedness of research. In this regard, collective formats of reflecting both within our research team and with other colleagues is essential for supporting this reflective approach.
Conclusions, Expected Outcomes or FindingsMc Daid et al. (2022, 211) note “significant absences in teacher diversity research to date”. They call for expanding views on schools as not only “sites of learning”, but also as sites of work and “cultural (re) production, in which teachers who perform their identities in a countercultural manner, must navigate and negotiate heteronormative, racist, classist, ablest, and other discourses and practices” (ibid., 217f). Focusing on teacher education students’ biographies, we explore the relevance of different, intersecting ‘dimensions’ of diversity, complexities of (multiple) belonging as well as exclusion by reconstructing meanings of past experiences and present self-presentation. In teacher education for inclusion, broader notions of diversity stand in contrast to distinct teacher education programmes and their emphasis on “different kinds of learners” (Florian & Camedda, 2020, 5). This is pertinent with regard to the selective school structure in Germany. While underlining previous results on the relevance of positive school experiences for choosing a teaching career (Heinz, 2015), our biographical study also draws attention to negative school experiences: For instance, teacher educations students refer to depreciation by teachers who ascribed them a lack of ability in school subjects or the German language as well as to not fitting in with the ‘rich kids’. Presenting e.g. as a ‘role model’ for upward mobility, reflects constantly ‘working for proof’ (Wojciechowicz, 2017, 399). While this is situated in specific understandings of difference in local school contexts (Claiborne & Balakrishnan, 2020, 1), it emphasizes going beyond simplistic notions of role modeling and diversity in teaching in European and international discourses (Heinz et al., 2022, 233). With regard to developing teacher education for inclusion, our results raise questions on “case studies about educators from diverse backgrounds” (Heinz et al, 2022, 233) and biographical work in initial teacher education (Junge & Siegert, 2021).
ReferencesClaiborne, L., & Balakrishnan, V. (2020). Introduction. In L. Claiborne & V. Balakrishnan (Eds.), Moving towards Inclusive Education. (pp. 1–15).
Donlevy, V.; Rajania, A.; Meierkord, A. (2016). Study on the diversity within the teaching profession with particular focus on migrant and/or minority background: final report.
Florian, L., & Camedda, D. (2020). Enhancing teacher education for inclusion. European Journal of Teacher Education, 43(1), 4–8.
Heinz, M. (2015). Why choose teaching? An international review of empirical studies exploring student teachers’ career motivations and levels of commitment to teaching. Educational Research and Evaluation, 21(3), 258–297.
Heinz, M., Keane, E., & Mc Daid, R. (2022). Charting Pathways towards a More Diverse, Equitable and Inclusive Teaching Profession. In E. Keane, M. Heinz, & R. Mc Daid (Eds.), Diversifying the Teaching Profession (pp. 226–240).
Keane, E., Heinz, M., & Mc Daid, R. (2022). Diversifying the Teaching Profession: Representation Matters. In Keane et al. (Eds.). (pp. 3–21).
Kertzer, D. I. (2017). The Perils of Reification: Identity Categories and Identity Construction in Migration Research. In F. Decimo & A. Gribaldo (Eds.), Boundaries within: Nation, Kinship and Identity among Migrants and Minorities (pp. 23–34).
Mc Daid, R., Keane, E., & Heinz, M. (2022). Diversifying the Teaching Profession. In Keane et al. (Eds.). (pp. 211–225).
Ploesser, P. M., & Mecheril, P. P. (2012). Neglect – recognition – deconstruction. International Social Work, 55(6), 794–808.
Pugach, M. C., & Blanton, L. P. (2012). Enacting Diversity in Dual Certification Programs. Journal of Teacher Education, 63(4), 254–267
Pugach, M. C., Matewos, A. M., & Gomez-Najarro, J. (2021). Disability and the Meaning of Social Justice in Teacher Education Research. Journal of Teacher Education, 72(2), 237–250.
Resch, K., Proyer, M., & Schwab, S. (2021). Aktuelle Beiträge zur inklusiven Schule in Österreich, Deutschland und der Schweiz. In K. Resch, K.-T. Lindner, B. Streese, M. Proyer, & S. Schwab (Eds.), Inklusive Schule und Schulentwicklung. (pp. 11-18).
Rosen, L., & Jacob, M. (2021). Diversity in the teachers’ lounge in Germany – casting doubt on the statistical category of ‘migration background’. European Educational Research Journal, 1-18.
Rosenthal, G. (2018). Interpretive social research: An introduction.
Sievers, I., Robak, S., & Hauenschild, K. (2013). Einleitung. In K. Hauenschild, S. Robak, & I. Sievers (Eds.), Diversity Education (pp. 15–35).
Shure, S. (2017). Was fokussieren (schul-)pädagogische „Inklusionsperspektiven“ (eher nicht)? In K. Fereidooni & M. El (Eds.), Rassismuskritik und Widerstandsformen (pp. 643–656).
Wojciechowicz, A. A. (2017). Erkämpfte Hochschulzugänge in der Migrationsgesellschaft.
04. Inclusive Education
Paper
Teacher Education: An Opportunity to Extend Understandings of Diversity and Inclusion Education
Kirsten Petrie, Patsie Frawley, Kate Kernaghan
The University of Waikato, New Zealand
Presenting Author: Petrie, Kirsten
Social and education legislation and policy internationally are underpinned by the expectation that educators remove barriers to learning, emphasize inclusion, and improve access for all learners (e.g. European Union, European Education Area; UNESCO, Sustainable Development Goal 4). Research on inclusive education (Ainscow, 2022; Bešić, 2020) highlights that a shift is required from ideas of inclusive education that focus on disability, to more broadly encompassing perspectives associated with diversity framed by social justice and underpinned by theories of intersectionality and equity. Extensive investment has provided support to assist teachers to adopt these inclusive education approaches, and yet institutional (government, school) systems and traditions, along with public discourse can undermine the intent and efforts of teachers (Florian, 2021; Jensen 2018). For teachers tensions exist where on the one hand policies advocate for ‘education for all’ yet the system reflects a ‘deficit’ model through funding approaches that are focused on the individual student and their particular needs.
As initial teacher educators we, like colleagues internationally (see European Journal of Teacher Education, Vol43, 2020, Special Issue on Inclusive Education), are responding to the challenge to consider inclusive education in its broadest sense. We have a professional responsibility to ensure pre-service teachers can “respect the diversity of [learners] heritage, language, identity, and culture; … and… promote inclusive practices to support the needs of all learners” (Education Council, 2017, p.10). This aligns with the requirements to become (provisionally) registered teachers and is paralleled across European contexts and in the rhetoric of education policies. Our aim is to develop student’s critical thinking and awareness about diversity, engage students in self-reflection of their privilege and positionality within a diverse society, and present pedagogical practices that enable equitable education ‘for all’. To do this we have developed a paper/course Diversity, Inclusion and Wellbeing that is framed by intersectionality and Universal Design for Learning (UDL). As Banks (2023) notes teachers need access to ‘the conversation’ about diversity and inclusion to develop inclusive practices and to change systems that segregate students. This reflects the systemic approach that Guðjónsdóttir & Óskarsdóttir (2020) note is needed given that ‘teachers alone cannot be held responsible for inclusive practices’ when the conditions of schools and broader educational frameworks do not reflect diversity in the broadest sense.
The redevelopment of the 1-year (graduate/postgraduate) initial teacher education programmes offered at the University of Waikato, the Graduate Diploma in Teaching (GDipT) and parallel Postgraduate Diploma of Teaching (PGDipT), provided the opportunity to examine what teaching and learning opportunities support teaching students to enact diversity/intersectionality as inclusive and differentiated practice and pedagogies. Broadly we are framing our work as developing activist (Sachs, 2001), transformative (Mockler, 2005) professionals who are aware and able to work effectively towards developing schools that are places of diversity and are inclusive ‘of all’. Underpinned this is a commitment to social justice as a goal and a process (Bell, 2016), we drew on socio-cultural perspectives (Wenger, 1998) in acknowledging that knowing, doing, and thinking does not reside with the individual student teacher, but is site specific, temporal, and distributed across the ecological arrangements in which pre-service teachers learn and practice.
In line with the work of Florian (2012), who examined on course reforms for a similar one-year Postgraduate ITE programme in Scotland, the aim of this study was to better understand ‘How ITE curriculum and pedagogical practices (including assessments) focused on diversity, intersectionality, and differentiated practice, support pre-service teachers to develop as critical, activist, transformative professionals (effective disruptors) who can enact inclusive education in their practices as teachers?’
Methodology, Methods, Research Instruments or Sources UsedThis paper reports on a case study designed to better understand how the course titled Diversity, Inclusion and Wellbeing supported pre-service teachers in ways that positioned them to enact inclusive education in their practices as teachers, both in their own classes and in the school more widely. Data were drawn from collegial conversations between the teaching team, student paper evaluations, field notes and student responses generated during workshop interactions (responses recorded on Padlet forums, through Zoom chats, and as dialogue), and course materials including paper planning and student assessments.
The participants included the staff that made up the teaching team (as participant researchers) and students enrolled in the GradDip and Postgrad Dip Teaching, at a University in Aotearoa New Zealand, during 2022/23. The student cohort was made up of pre-service post graduate primary and secondary students, who were studying in face to face, as well as distance (online) iterations of the programmes. The research was approved by the University of Waikato’s Human Research Ethics Committee.
Thematic analysis was used for developing, analysing, and interpreting patterns across a data set (Braun & Clarke, 2022), and viewed and reviewed as part of peer debriefing (Lincoln & Guba, 1985). Thematic analysis was support by inductive approach to the case study to identify important themes and patterns within the data (Joffe, 2012). Throughout the data analysis process, we maintained an audit trail through analytic memos in a shared researcher journal to document the process through which themes were developed.
Conclusions, Expected Outcomes or FindingsWe found that the paper Diversity, Inclusion and Wellbeing has been a ‘beginning’ for many students in their development as activist, transformative professionals. This was evidenced by their ability to recognise diversity amongst their peers, and the students they were teaching. While most students were able to enact inclusive education in regard to gender, and academic level, using modifications to their pedagogical practices, the ability to plan for inclusion associated with other ways of thinking about diversity (sexuality, culture/ethnicity, impairment, neurodiversity, or social class) was less evident. Adopting an intersectional lens was challenging when the attitudes of our colleagues across the ITE programme, along with mentor teachers and school leaders reflected less inclusive approaches, which left pre-service teachers feeling unable to challenge the ableism, sexism, and racism behaviours they observed. Equally a UDL approach, while embraced by this student cohort, was difficult to consider enacting when school systems, programmes, and assessment practices continue to be framed by traditions of practice, and therefore limited opportunities to utiliseUDL alongside planning focused on the localised and differentiated needs of the learners.
While challenged by the learning opportunities and assessment task presented in the paper, this cohort of students appeared to have a limited ability to enact diversity at anything more than a superficial level making their pursuits to generate a more socially just educational experience for all learners a long-term goal. While it would be easier to prioritise a focus on practices and pedagogies narrowly framed on specific pedagogies of inclusion (aligned with special education) in ITE papers, it is more pressing to create spaces for critical dialogue, contesting of ideas, and promotion of social justice and intersectionality framed approaches like UDL in ITE courses, as a way to recognise the change agents new teachers can be.
ReferencesAinscow, M. (2023). Making Sense of Inclusion and Equity in Education: A personal journey. In The Inclusion Dialogue (pp. 6-22). Routledge.
Banks, J. (2023). The Inclusion Dialogue: Debating Issues, Challenges and Tensions with Global Experts. Routledge.
Bell, L. A. 2016. “Theoretical Foundations for Social Justice Education.” In Teaching for Diversity and Social Justice, edited by M. Adams, L. A. Bell, D. J. Goodman, and K. Y. Joshi, 3–26. Abingdon: Routledge.
Bešić, E. (2020). Intersectionality: A pathway towards inclusive education? PROSPECTS, 49(3-4), 111-122.
Braun, V., & Clarke, V. (2022). Thematic Analysis. Sage.
Education Council. (2017). Our Code Our Standards: Code of Professional Responsibility and Standards for the Teaching Profession. Wellington: Education Council, New Zealand, Matatū Aotearoa
Florian, L. (2012). Preparing teachers to work in inclusive classrooms: key lessons for the professional development of teacher educators from Scotland's inclusive practice project [Report]. Journal of Teacher Education, 63, 275+
Florian, L. (2021). The Universal Value of Teacher Education for Inclusive Education. In A. Köpfer, J. J. W. Powell, & R. Zahnd (Eds.), Handbuch Inklusion international / International Handbook of Inclusive Education: Globale, nationale und lokale Perspektiven auf Inklusive Bildung / Global, National and Local Perspectives (1st ed., pp. 89–106). Verlag Barbara Budrich.
Florian, L., & Camedda, D. (2020). Enhancing teacher education for inclusion. European Journal of Teacher Education, 43(1), 4-8.
Guðjónsdóttir, H., & Óskarsdóttir, E. (2020). ´Dealing with diversity´: debating the focus of teacher education for inclusion. European Journal of Teacher Education, 43(1), 95-109.
Jenson, K. (2018). Discourses of disability and inclusive education. He Kupu the Word, 5(4), 52–59.
Joffe, H. (2012). Thematic analysis. In D. Harper & A. Thompson (Eds.), Qualitative research methods in mental health and psychotherapy: An introduction for students and practitioners (pp. 209–223). Wiley-Blackwell.
Mockler, N. (2005). Trans/forming teachers: New professional learning and transformative teacher professionalism. Journal of In-service Education, 31, 733–746.
Sachs, J. (2001). Teacher professional identity: competing discourses, competing outcomes. Journal of Education Policy, 16(2), 149-161.
Wenger, E. 1998. Communities of practice: learning, meaning and identity, New York: Cambridge University Press
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