Preparing Teachers for Inclusive Education: Case Pedagogies and Curricula for Teacher Educators

Preparing Teachers for Inclusive Education: Case Pedagogies and Curricula for Teacher Educators

Preparing Teachers for Inclusive Education: Case Pedagogies and Curricula for Teacher Educators

Preparing Teachers for Inclusive Education: Case Pedagogies and Curricula for Teacher Educators

Synopsis

This book--a companion volume to Inclusive Education: A Casebook and Readings for Prospective and Practicing Teachers--is designed to assist instructors in using Inclusive Education as a text for preservice or in-service teacher education courses. Part I (Chapters 1-5) of Preparing Teachers for Inclusive Education provides a general introduction to case pedagogies and chapters describing curricula that teacher educators have developed using cases designed to prepare teachers for inclusive education. Part II provides Teaching Notes that correspond to the 14 cases in Inclusive Education.

Excerpt

This volume, Preparing Teachers for Inclusive Education: Case Pedagogies and Curricula for Teacher Educators is designed to accompany Inclusive Education: A Casebook and Readings for Prospective and Practicing Teachers. Part I of this volume (chapters 1–5) contains a general introduction to case pedagogies and chapters describing curricula that teacher educators have developed using cases that were designed to prepare preservice teachers for inclusive education. Part II consists of teaching notes that correspond to the cases in Inclusive Education.

The chapters in Part I are written by teacher educators who teach general teacher education courses and methods courses in literacy, mathematics, and science education. Based on their own experiences and research findings, these authors describe how other instructors can use particular cases or case-writing activities most effectively to prepare prospective teachers for inclusive classrooms. Hopefully, other teacher educators will find these chapters a useful starting point for incorporating cases on inclusion in their own courses.

Chapter 1, by Wade and Moje, describes the case method and why it can be an effective instructional approach in teacher education. In chapter 2, Wade describes a general teacher education course that was entirely case based and devoted to inclusion. In this course, students critically examined the issues related to inclusion, analyzed videotaped and printed cases, developed and evaluated plans of action for those cases, and wrote cases that they shared in case discussion groups and on electronic bulletin boards. Chapter 3, by Remillard, describes a methods course in mathematics education that used teacher-written cases to introduce issues, dilemmas, and pedagogies related to inclusion when teaching elementary mathematics. In chapter 4, Gess-Newsome and Southerland describe a curriculum developed for an elementary science methods course that relied on a variety of teaching strategies, including journal entries, student . . .

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