"Diversity Dialogues": Online Discussions Impact on Teacher Candidates' Adoption of Characteristics of Inclusive Teachers

Autor/inn/en	Golloher, Andrea; Middaugh, Ellen
Titel	"Diversity Dialogues": Online Discussions Impact on Teacher Candidates' Adoption of Characteristics of Inclusive Teachers
Quelle	In: Asia-Pacific Journal of Teacher Education, 49 (2021) 4, S.403-419 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Golloher, Andrea) ORCID (Middaugh, Ellen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2020.1789913
Schlagwörter	Preservice Teachers; Inclusion; Teacher Characteristics; Students with Disabilities; Attitudes toward Disabilities; Reflection; Critical Thinking; Online Courses; Teacher Competencies; Prompting; Student Diversity; Program Effectiveness; Consciousness Raising; Social Bias; Racial Discrimination; Special Education; Body Weight; Preservice Teacher Education; California + Suchen Sie Ihr Suchwort? Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Kritisches Denken; Online course; Online-Kurs; Lehrkunst; Benutzerführung; Bewusstseinsbildung; Racial bias; Rassismus; Special needs education; Sonderpädagogik; Sonderschulwesen; Körpergewicht; Lehramtsstudiengang; Lehrerausbildung; Kalifornien
Abstract	As public schools respond to calls to provide inclusive and equitable education for all students, teachers must possess positive attitudes towards disability and diversity in addition to content and pedagogical knowledge. It has become, therefore, a common expectation that teacher education programmes encourage candidates to engage in critical reflection on both educational systems and their own assumptions and practices. Meanwhile, a simultaneous trend towards online, asynchronous courses in teacher education have introduced a new challenge of how to encourage critical reflection on sensitive topics in a context where the conversation is dispersed and face-to-face dialogue is absent. This case study examines an adaptation of the "Diversity Dialogues" framework for an online course, including the affordances of different kinds of prompts for fostering candidates' adoption of characteristics of inclusive teachers. Thematic coding of candidates' online dialogue revealed markedly different levels of adoption of the characteristics of inclusive teachers and examination of personal. We identify characteristics of prompts that support different aspects of dispositions for inclusive education and discuss implications for strengthening critical reflection in online education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01