The difficulties of inclusive pedagogy for initial teacher education and some thoughts on the way forward

Teaching and Teacher Education

Volumn 25, Issue 4, 2009, Pages 602-608

  McIntyre, Donald ^a  

^a UNIVERSITY OF CAMBRIDGE   (United Kingdom)

Author keywords

Inclusion; Pedagogy; Professional development schools; Teacher education; University school partnerships

Indexed keywords

EID: 63349100211     PISSN: 0742051X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.tate.2009.02.008     Document Type: Article

References (40)

1. Allexsaht-Snider M., Deegan J.G., and White C.S. Educational renewal in an alternative teacher education program: evaluation of a school-university partnership. Teaching and Teacher Education 11 5 (1995) 519-530
2. Berliner D., and Biddle B.J. The manufactured crisis: myths, fraud and the attack on America's public schools (1995), Addison-Wesley, Reading MA
3. Bullough Jr. R.V., Draper R.J., Smith L., and Birrell J.R. Moving beyond collusion: clinical faculty and university/public school partnership. Teaching and Teacher Education 20 5 (2004) 505-522
4. Burn, K. (2003). Learning to teach history as a continual process of hypothesis-testing: a critical examination of the key principles of the internship scheme. Unpublished PhDthesis, University of Oxford, Oxford, United Kingdom.
5. Butts D.C. A concept of partnership: an evaluation of the collaborative project on teacher education (summary report) (1983), University of Stirling, Central Region Education Authority, Stirling, United Kingdom
6. Cope P., and Stephen C. A role for practising teachers in initial teacher education. Teaching and Teacher Education 17 (2001) 913-924
7. In: Darling-Hammond L. (Ed). Professional development schools: schools for a developing profession (1994), Teachers' College Press, New York
8. Department for Education and Science (DfES). Initial teacher training (secondary phase) (circular 9/92) (1992), Department for Education and Science, London
9. Dunkin M. The future of teacher education in the USA: the third Holmes Group report. Teaching and Teacher Education 12 5 (1996) 561-566
10. Edwards A. Teacher education: partnerships in pedagogy?. Teaching and Teacher education 11 6 (1995) 595-610
11. Elder R., and Kwiatkowski H. Partnership in initial teacher education (1993), St Andrew's College/Northern College, Glasgow/Dundee
12. Furlong J., Barton L., Miles S., Whiting C., and Whitty G. Teacher education in transition (2000), Open University Press, Buckingham
13. Goodlad J. Teachers for our nation's schools (1990), Jossey-Bass, San Francisco
14. Grisham D.L., Bergeron B., Brink B., Farnan N., Lenski S.D., and Meyerson M.J. Connecting communities of practice through professional development schools. Journal of Teacher Education 50 3 (1999) 182-191
15. Hagger H., and McIntyre D. Learning teaching from teachers (2006), Open University Press, Maidenhead
16. Hart S., Dixon A., Drummond M.J., and McIntyre D. Learning without limits (2004), Open University Press, Maidenhead
17. Hirst P. Internship: a view from outside. In: Benton P. (Ed). The Oxford internship scheme (1990), Calouste Gulbenkian Foundation, London 147-160
18. Holmes Group. Tomorrow's teachers: a report from the Holmes Group (1986), Author, Michigan
19. Holmes Group. Tomorrow's schools: principles for the design of professional development schools: a report from the Holmes Group (1990), Author, Michigan
20. Holmes Group. Tomorrow's schools of education: a report from the Holmes Group (1995), Author, Michigan
21. Kirk G. Enhancing quality in teacher education (2000), Dunedin Academy Press, Edinburgh
22. Labaree D.F. Power, knowledge and the rationalization of teaching. Harvard Educational Review 62 2 (1992) 123-154
23. Labaree D.F., and Pallas A.M. Dire straits: the narrow vision of the Holmes Group. Educational Researcher 25 5 (1996) 25-28
24. Lacey C. The socialization of teachers (1977), Methuen, London
25. Learning to Teach. The Sneddon Report, Scottish Education Department/General Teaching Council (1978), HMSO, Edinburgh
26. Mayes C. The Holmes reports: perils and possibilities. Teaching and Teacher Education 14 8 (1998) 775-792
27. McIntyre D. Designing a teacher education curriculum from research and theory on teacher knowledge. In: Calderhead J. (Ed). Teachers' professional learning (1988), Falmer Press, Lewes 97-114
28. McIntyre D. Ideas and principles guiding the internship scheme. In: Benton P. (Ed). The Oxford internship scheme (1990), Calouste Gulbenkian Foundation, London 17-34
29. McIntyre D. The Oxford internship scheme and the Cambridge analytical framework: models of partnership in initial teacher education. In: Booth M., Furlong J., and Wilkins M. (Eds). Partnership in initial teacher education (1990), Cassell, London 110-127
30. McIntyre D. The Oxford University model for teacher education. South Pacific Journal of Teacher Education 19 2 (1991) 117-129
31. McIntyre D. Practical theorising as an approach to initial teacher education: a response to Paul Hirst. British Journal of Educational Studies 43 4 (1995) 264-283
32. McIntyre D. Opportunities for a more balanced approach to ITE: can we learn again from research and experience?. Scottish Educational Review 37 (2006) 5-19
33. McNally J., Cope P., Inglis W., and Stronach I. Current realities in the student teaching experience: a preliminary enquiry. Teaching and Teacher education 10 20 (1994) 219-230
34. Popkewitz T. The production of reason and power: curriculum history and intellectual traditions. Journal of Curriculum Studies 29 2 (1997) 131-164
35. Ross J.A. Professional development schools: prospects for institutionalisation. Teaching and Teacher Education 11 2 (1995) 195-201
36. Smith I., Brisard E., and Menter I. Partnership in initial teacher education in Scotland 1990-2005: unresolved tensions. Scottish Educational Review 37 (2006) 20-31
37. Stanulis R.N. Classroom teachers as mentors: possibilities for participation in a professional development school context. Teaching and Teacher Education 11 4 (1995) 331-344
38. Stark, R. (2000). Learning from experience: the contribution of placement to becoming a primary teacher. Unpublished PhD thesis, University of Strathclyde SED/GTCS.
39. Valli L., Cooper C., and Frankes L. Professional development schools and equity: a critical analysis of rhetoric and research. Review of Research in Education 22 (1997) 251-304
40. Zeichner K., and Tabachnik B.R. The development of teacher perspectives: Social strategies and institutional control in the socialization of beginning teachers. Journal of Education for Teaching 11 (1985) 1-25