Inclusive education: pre-service teachers' reflexive learning on diversity and their challenging role |
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| Authors: | Robyn Bentley-Williams Jennifer Morgan |
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| Institution: | 1. Australian Catholic University , Sydney , Australia;2. University of Tasmania , Hobart , Australia |
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| Abstract: | Today people from a wide range of socio-cultural backgrounds are entering the teaching profession. The changing profile of pre-service teachers prompted inquiry into personal and professional influences in understanding diversity and inclusive practices. Two teacher educators collaborated across Australian universities to explore reflexive practices in preparing pre-service teachers for their complex teaching roles in the twenty-first century. Modes of delivery were an on-campus Inclusive Education unit with situated learning opportunities in community settings and a fully online Inclusive Education unit. Findings revealed that reflexive learning was a key mediating strategy in expanding the participants' consciousness. Participants engaged in confronting assumptions, raising awareness of diverse learning needs and critiquing social justice principles and equity issues. By creating a supportive learning environment, teacher educators were able to shift pre-service teachers from mere acceptance of diversity to a commitment to ethical decision-making and quality inclusive education. |
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| Keywords: | diversity inclusive education reflexive |
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