Investigating Student Teaching Directors��� Definitions of ���Teacher��� and Paradigms of Disability in Canadian Teacher Education Programs
| Autor: | Sokal, Laura, Woloshyn, Debra, Wilson, Alina |
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| Jazyk: | angličtina |
| Rok vydání: | 2022 |
| DOI: | 10.11575/ajer.v68i1.70328 |
| Popis: | Directors of Student Teaching from teacher preparation programs across Canada were surveyed and then interviewed in follow-up focus groups to determine the opportunities and barriers they perceived during processes of placing pre-service teachers with disabilities into practicum settings. These data are interrogated within three theoretical frameworks about disability���the medical model, the social model, and the critical disability theory���to determine whether decision-making by Directors of Student Teaching reflects a predominant paradigm of disability. Deconstructions of the current concept of ���teacher��� are presented with reference to these three paradigms of disability. Key words: Teacher identity, disability theory, equity. Les directeurs de stages des programmes de formation �� l'enseignement de tout le Canada ont ��t�� interrog��s, puis interview��s dans le cadre de groupes de discussion de suivi, afin de d��terminer les possibilit��s et les obstacles qu'ils per��oivent au cours des processus de placement des enseignants ayant un handicap dans des milieux de stage. Ces donn��es sont ��tudi��es selon trois cadres th��oriques sur le handicap - le mod��le m��dical, le mod��le social et la th��orie critique du handicap - afin de d��terminer si la prise de d��cision des directeurs de stages refl��te un paradigme pr��dominant du handicap. Des d��constructions du concept actuel �� d'enseignant �� sont pr��sent��es en r��f��rence �� ces trois paradigmes du handicap. Mots cl��s: identit�� de l'enseignant, th��orie du handicap, ��quit�� Alberta Journal of Educational Research, Vol. 68 No. 1 (2022): Spring |
| Databáze: | OpenAIRE |
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