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Inclusion and Teacher Education
Historically, inclusive education developed as a reaction to the exclusion of students of minoritized identity groups marked by race, language, sexual orientation, disability, etc. Our position in this series is that inclusion can and should be more. It can be understood as embracing and planning for difference, building relationships across difference, teaching and learning that acknowledges and supports difference while also minimizing the use of identity categories as the foundation for arguments about inclusion. In other words, the silos of educational discourse based on identity categories need to be broken down, little by little, to reconceptualize inclusion as just, compassionate, and creative ways of living, teaching, and learning in a complex and diverse world. Inclusive teaching depends on deeply respectful relationships between teachers, students, and community members. Books in the series must make clear connections between theory and practice. Both are necessary ingredients for inclusion. This series will help teacher educators prepare teachers to be knowledgeable and skillful in teaching all students, regardless of their differences. Historically, inclusive education developed as a reaction to the exclusion of students of minoritized identity groups marked by race, language, sexual orientation, disability, etc. Our position in this series is that inclusion can and should be more. It can be understood as embracing and planning for difference, building relationships across difference, teaching and learning that acknowledges and supports difference while also minimizing the use of identity categories as the foundation for arguments about inclusion. In other words, the silos of educational discourse based on identity categories need to be broken down, little by little, to reconceptualize inclusion as just, compassionate, and creative ways of living, teaching, and learning in a complex and diverse world. Inclusive teaching depends on deeply respectful relationships between teachers, students, and community members. Books in the series must make clear connections between theory and practice. Both are necessary ingredients for inclusion. This series will help teacher educators prepare teachers to be knowledgeable and skillful in teaching all students, regardless of their differences. Historically, inclusive education developed as a reaction to the exclusion of students of minoritized identity groups marked by race, language, sexual orientation, disability, etc. Our position in this series is that inclusion can and should be more. It can be understood as embracing and planning for difference, building relationships across difference, teaching and learning that acknowledges and supports difference while also minimizing the use of identity categories as the foundation for arguments about inclusion. In other words, the silos of educational discourse based on identity categories need to be broken down, little by little, to reconceptualize inclusion as just, compassionate, and creative ways of living, teaching, and learning in a complex and diverse world. Inclusive teaching depends on deeply respectful relationships between teachers, students, and community members. Books in the series must make clear connections between theory and practice. Both are necessary ingredients for inclusion. This series will help teacher educators prepare teachers to be knowledgeable and skillful in teaching all students, regardless of their differences.
7 publications
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Berufliche Bildung in Forschung, Schule und Arbeitswelt / Vocational Education and Training: Research and Practice
Editor's Homepage: Prof. Dr. Matthias Becker Prof. Dr. Georg Spöttl Prior to publication, the quality of the work published in this series is blind reviewed by external referees appointed by the editorship. The referees are not aware of the authors name when performing their review. Page d'accueil des éditeurs Prof. Dr. Matthias Becker Prof. Dr. Georg Spöttl Die Qualität der in dieser Reihe erscheinenden Arbeiten wird vor der Publikation durch externe, von der Herausgeberschaft benannte Gutachter im Blind Verfahren geprüft. Dabei ist der Autor der Arbeit den Gutachtern während der Prüfung namentlich nicht bekannt. Die Reihe Berufliche Bildung in Forschung, Schule und Arbeitswelt hat den Anspruch, in erster Linie Beiträge zu publizieren, die sich mit Forschungsschwerpunkten zur beruflichen Bildung, zur Arbeitswelt und den beruflichen Schulen auseinandersetzen. Diese drei Schwerpunkte sind Gegenstand vielfältiger Untersuchungen, die von einer genauen Betrachtung der Arbeitswelt mittels Arbeitsprozessanalysen bis zur Auseinandersetzung mit Fragen einer erfolgreichen Gestaltung von Lernen und Lehren reichen. Forschungsergebnisse, die zu diesem Spannungsfeld beitragen, haben erste Priorität in der Reihe und werden von Wissenschaftlern eingebracht, die schon viele Jahre in deren Gebieten arbeiten. Homepage der Herausgeber: Prof. Dr. Matthias Becker Prof. Dr. Georg Spöttl Die Qualität der in dieser Reihe erscheinenden Arbeiten wird vor der Publikation durch externe, von der Herausgeberschaft benannte Gutachter im Blind Verfahren geprüft. Dabei ist der Autor der Arbeit den Gutachtern während der Prüfung namentlich nicht bekannt.
16 publications
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Teaching Teachers With Theater!
Performance Training & Tactics for Classroom Teachers©2018 Textbook -
Redefining Teacher Education
The Theories of Jerome Bruner and the Practice of Training Teachers©2001 Textbook -
The Training of Imams and Teachers for Islamic Education in Europe
©2013 Conference proceedings -
Professional Training of Singers and Teachers of Singing
A Comparative Study of Selected Vocal Performance and Pedagogy Programs in the United States of America and the Federal Republic of Germany©2007 Thesis -
Developing Emotionally Competent Teachers
Emotional Intelligence and Pre-Service Teacher Education©2012 Monographs -
Strategien der Lehrerbildung / Strategies for Teacher Training
Zur Steigerung von Lehrkompetenzen und Unterrichtsqualität / Concepts for Improving Skills and Quality of TeachingEdited Collection -
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Standardisation in TVET Teacher Education
©2010 Edited Collection -
Coachingbasiertes Training
Einsatzbereiche – Methodik – Sprechwissenschaftliche Studie zur Transferqualität©2014 Thesis -
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The European Language Teacher
Recent Trends and Future Developments in Teacher Education©2003 Monographs -
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Lillian de Lissa, Women Teachers and Teacher Education in the Twentieth Century
A Transnational HistoryMonographs -
Converged Network Service Architecture
A Platform for Integrated Services Delivery and Interworking©2010 Thesis -
Teacher Leadership
The «New» Foundations of Teacher Education – A Reader – Revised edition©2016 Textbook -
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Service Learning in der Kindheitspädagogik
Eine qualitative Studie im Kontext der Institution Hochschule©2020 Thesis -
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Developing Information Competence in Translator Training
©2021 Monographs -
