Review of Bringing insider perspectives into inclusive teacher learning: Potentials and challenges for educational professionals.

Reviews the book, Bringing Insider Perspectives into Inclusive Teacher Learning: Potentials and Challenges for Educational Professionals edited by Phyllis Jones (2014). The central thesis of this edited book is that including insider perspectives on inclusion and disability is essential to the development of teacher education. The editor has provided a forum in which 24 eminent contributors from the USA, Canada, Mexico, Australia, New Zealand, Thailand, England and Northern Ireland contribute to the theory and application of insider perspectives on inclusion for teacher education. Each chapter follows a similar format exploring the methodologies used, the findings obtained, and the implications for teacher education from the different perspectives held by children, parents, pre-service and in-service teachers, principals, and teacher educators. The subtitle, 'potentials and challenges for educational professionals', gives space to contributors to reflect both the tensions inherent in preparing teachers to teach in often challenging cultural, political, social and economic contexts, and the ways in which these tensions can be mitigated. This book makes a significant contribution to the literature on inclusive teacher learning, arguing for and modeling the synergy needed between philosophy and teaching practice. (PsycINFO Database Record (c) 2015 APA, all rights reserved)