Preparing Inclusive Teachers: A Systematic Review of Teacher Educator Pedagogies for Inclusive Practice

• In Event: Friday Roundtable Session 7:45 am
  In Roundtable Session: Being Brave: Exploring Diversity, Equity, and Race in Teacher Education (Table 38)

Abstract

The term “inclusion” remains undefined in U.S. education. In this systematic review, we take an intersectional approach to inclusion by considering the multiple and intersectional that students hold. We examine (a) how researchers studying teacher preparation within U.S. institutes of higher education (IHEs) have conceptualized inclusive practices since 1990 and (b) the pedagogies used by teacher educators (TEs) within U.S. IHEs to prepare candidates to enact inclusive practices. While preliminary results suggest that teacher education is moving towards preparing teacher candidates to examine a more broad yet nuanced conceptualization of inclusive practice, TEs’ pedagogy focuses largely on preparing candidates to support students with disabilities in general education classrooms. Research, policy, and practical implications will be discussed.

Authors

• Rachel Silva, University of Rhode Island

• Kelley A. Taksier, University of Florida

• Tashnuva Shaheen, Boston University