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Edited by Dr. Lynne Schrum, George Mason University
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| formerly Journal of Research on Computing in Education |
Volume 40 Number 2 Winter 2007-2008
Transformative Pathways: Inclusive Pedagogies in Teacher Education
Hafdís Guðjónsdóttir
Icelandic University of Education
Marcelle Cacciattolo, Eva Dakich, Anne Davies, and Claire Kelly
Victoria University, Australia
Mary C. Dalmau
Taking a Fresh Look at Education (TAFLE) Victoria University
Abstract
This paper reports a three-year study of Praxis Inquiry based developments in teacher education undertaken by an international consortium of university colleagues who have worked in Australia, Iceland, Latvia, and the United Kingdom. Our study suggests that the attainment of inclusive community responsive pedagogies—in schools and in teacher education programs—is situated in the public/personal dialectic between the transformation of individual values, world views, ethics and practice, and the sociocultural and structural factors that mediate equity, access, and opportunity in educational systems.
 Download the full article (PDF, 142 KB)
Contributors
Hafdís Guðjónsdóttir is an assistant professor at the Iceland University of Education (IUE). She worked for 25 years as a general classroom teacher and special educator in elementary schools and high schools. Teaching is her primary profession, and she emphasizes partnership with teachers through teacher education, school projects, consultancy, and research. She collaborates with colleagues in Europe and the U.S. as well as Australia. (hafdgud@khi.is)
Marcelle Cacciattolo is a sociologist and lecturer in preservice teacher education. She also supervises local and international postgraduate research students and coordinates the School of Education Community Partnership Program. Marcelle’s research interests involve health sciences and education-based with links to well-being, inclusive education, social justice, and community issues. (Marcelle.Cacciattolo@vu.edu.au)
Eva Dakich is a lecturer at the School of Education at Victoria University, Australia. She has international experience in primary schooling and preservice
teacher education. Her research interests include ICT-rich pedagogies, social inclusion, teacher education, and mixed methods research. (eva.dakich@vu.edu.au)
Mary C. Dalmau works as a lecturer and as an educational consultant. Her research interests include self-study of teacher education practice, international education, collaborative knowledge creation, and forms of educational research that question stereotypic perceptions and judgments and invite participants to share in questioning dialogue. (dalmaum@bigpond.com)
Anne Davies is a senior lecturer in the School of Education at Victoria University, Australia. As both a teacher and a learner, she has enjoyed the opportunity to work in primary, secondary, and tertiary settings. Anne has a particular interest in the characteristics of democracy when practitioner research, innovation, and professional learning are connected. (anne.davies@vu.edu.au)
Claire Kelly is a lecturer at Victoria University, Australia, who has worked in primary, secondary, and tertiary settings and as a parent in her children’s schools. She has a long involvement in government and community projects in health, education and community services that have supported the capacity of disadvantaged groups. Claire is currently researching the inclusion of indigenous perspectives in curriculum planning. (claire.kelly@vu.edu.au)
Copyright 2007-2008, (International Society for Technology in Education). All rights reserved.
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