Teacher Education for Inclusion: Examining the Institutional Practices of Teacher Education Program Coordinators

• In Event: 63.017 - The Canadian Committee of Graduate Students in Education Research Symposium

Abstract

This study aims to examine the institutional practices of teacher education program coordinators in relation to inclusion. Specifically, the study seeks to understand how the inclusive education policy is being enacted in one Ontario teacher education program to support future teachers’ inclusive teaching practices. Inclusion-related policies in Ontario and the newly introduced Ontario’s enhanced teacher education program are examined. The theoretical framework draws from the New Institutionalism (NI) theory and the notion of ‘policy enactment’. A qualitative, exploratory single case study approach has been used offering an in-depth conceptualization of institutional practices in one particular context. The significance of the study lies in advancing the right for equity education for all learners through the promotion of organizational change in teacher education curricula and practice.

Author

• Ayman Massouti, The University of Western Ontario