“Becoming” Inclusive Educators: Examining Pre-Service to Novice Teacher Learning Trajectories (Stage 1, 3:50 PM)

• In Event: e-Lightning Ed-Talk Session 14 - Stage 1

Abstract

Preparing teachers to work as inclusive educators in inclusive settings requires, requires well designed responsive teacher education programs (Walker, 2016). This paper examines learning trajectories of teacher candidates as they transitioned from pre-service to novice teachers. This paper includes data from a multi-year qualitative study conducted with novice teachers and teacher educators in an urban university-based teacher education program. Interpreted using tensions in cultural historical activity theory, the findings of this study show two tensions a) a (Perceived) theory to practice gap that leave novice teachers unsure about how to understand how theories shape their current practice and b) secondly, how their becoming is shaped by different articulations of what Inclusive Education means.

Authors

• Tamara Handy, Teachers College, Columbia University

• Maddie Neufeld, Teachers College, Columbia University