This book―co-authored by a teacher educator, a diverse group of five pre-service student teachers, and their student teaching supervisor―takes a unique, illuminating look at the experience of student teaching from the perspective of student teachers. It is premised on learning to teach as an inquiry process enriched by collaborative conversations. Readers are invited into student teachers’ dilemmas and decisions as they negotiate between their public school placements and their university-based coursework. Throughout the year of student teaching, the authors document their discussions and reflections about teaching in inclusive classrooms that shed light on the complex process of learning to teach and also offer insights into issues of teaching for equity.

Each of the central chapters is written by an individual student teacher and tracks a specific question over the course of two semesters. Topics include:
*contrasting models of inclusion and teachers’ differing orientations toward issues of community, difference, and normalcy;
*how teachers foster peer relationships;
*classroom management and discipline;
*heterogeneous instruction; and
*school-wide culture and systems that promote or mitigate against inclusion.

A new perspective on what can be learned from student teaching is provided by the student teachers’ supervisor. In the concluding chapter, the teacher educators address the connections among the student teachers’ inquiries and offer an analysis from a disability studies/disability rights perspective on how inclusion fits into a social (rather than a medical) model of disability. All of the authors of this book seek to contribute to conversations that place advocacy, inquiry, contestation, and challenge at the center of the teacher’s role. This volume is their invitation to readers to join in a larger conversation about the challenges of, and necessity for, becoming inclusive teachers.

Learning to Teach Inclusively is intended for inservice and preservice courses in elementary education, inclusion, and teacher research, and for field experience seminars. It is also suitable for graduate courses in teacher research, supervision, and research in teacher education.

About the Author

Celia Oyler

"About this title" may belong to another edition of this title.

Store Description

Visit Seller's Storefront

Seller's business information

Edward Bowditch Ltd
Exstowe, Exton, Exeter, EX3 0PP, United Kingdom

Sale & Shipping Terms

Terms of Sale

Legal entity name: Edward Bowditch Ltd
Legal entity form: Limited company
Business correspondence address: Exstowe, Exton, Exeter, EX3 0PP
Company registration number: 04916632
VAT registration: GB834241546
Authorised representative: Mr. E. Bowditch

Shipping Terms

Orders usually dispatched within two working days. Please note that at this time all domestic United Kingdom orders are sent by trackable UPS courier, we choose not to offer a lower cost alternative.

Shipping rates from United Kingdom to U.S.A.

Shipping rates from United Kingdom to U.S.A.
Order quantity	7 to 14 business days	2 to 3 business days
First item	US$ 13.20	US$ 33.00

Delivery times are set by sellers and vary by carrier and location. Orders passing through Customs may face delays and buyers are responsible for any associated duties or fees. Sellers may contact you regarding additional charges to cover any increased costs to ship your items.