What Matters in Learning Communities for Inclusive Education: A Cross-Case Analysis

Autor/inn/en	Walton, Elizabeth; Carrington, Suzanne; Saggers, Beth; Edwards, Chris; Kimani, Wacango
Titel	What Matters in Learning Communities for Inclusive Education: A Cross-Case Analysis
Quelle	In: Professional Development in Education, 48 (2022) 1, S.134-148 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Walton, Elizabeth) ORCID (Carrington, Suzanne) ORCID (Saggers, Beth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2019.1689525
Schlagwörter	Inclusion; Communities of Practice; Faculty Development; Models; Capacity Building; Rural Schools; Suburban Schools; Context Effect; Learning Processes; Teacher Collaboration; Foreign Countries; Networks; Educational Change; Case Studies; Cross Cultural Studies; Elementary School Teachers; Secondary School Teachers; South Africa; Australia + Suchen Sie Ihr Suchwort? Inklusion; Community; Analogiemodell; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Learning process; Lernprozess; Lehrerkooperation; Ausland; Bildungsreform; Case study; Fallstudie; Case Study; Cultural comparison; Kulturvergleich; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Australien
Abstract	Implementing inclusive education requires on-going commitment to teachers' professional learning. One way of implementing professional learning is to develop learning communities based on Lave and Wenger's ideas of situated learning and learning as social practice. Learning communities, drawing on models of Professional Learning Communities and communities of practice, were designed to build capacity for inclusive teaching in two rural schools in Australia and a peri-urban school in South Africa. This paper reports on a multi-case study that involves a cross-case analysis of these three learning communities. We demonstrate that across the three cases, responsiveness to contextual exigencies matters, expertise matters and supportive networks matter. These findings are further illuminated by complexity theory which draws attention to learning communities operating at the confluence of a number of interacting systems, as well as the possibility of change where teacher learning occurs through the recontextualisation of knowledge and learning across boundaries. Our findings support situated learning that values collaboration to develop social and inclusive cultures and practice in schools. The findings also have the potential to inform planning for professional learning for inclusive education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01