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

Research output: Contribution to Book/Report typesChapterResearchpeer-review

Abstract

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)
Original languageEnglish
Title of host publicationJournal of Research in Special Educational Needs
PublisherWiley-Blackwell Publishing Ltd. Blackwell Publishing
Pages80-81
Number of pages2
ISBN (Print)1134667264
DOIs
Publication statusPublished - 2015

Publication series

NameJournal of Research in Special Educational Needs
Volume15

Fingerprint

teacher
learning
inclusion
education
synergy
teaching practice
Thailand
New Zealand
parents
Mexico
editor
disability
Canada
educator
methodology
economics

Keywords

  • 2015
  • Disabilities
  • Educational Personnel
  • Learning
  • Teacher Education
  • disabilities
  • educational professionals
  • teacher education
  • teacher learning

Cite this

Doveston, M. (2015). Review of Bringing insider perspectives into inclusive teacher learning: Potentials and challenges for educational professionals. In Journal of Research in Special Educational Needs (pp. 80-81). (Journal of Research in Special Educational Needs; Vol. 15). Wiley-Blackwell Publishing Ltd. Blackwell Publishing. https://doi.org/10.4324/9781315883878
Doveston, Mary. / Review of Bringing insider perspectives into inclusive teacher learning: Potentials and challenges for educational professionals. Journal of Research in Special Educational Needs. Wiley-Blackwell Publishing Ltd. Blackwell Publishing, 2015. pp. 80-81 (Journal of Research in Special Educational Needs).
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Doveston, M 2015, Review of Bringing insider perspectives into inclusive teacher learning: Potentials and challenges for educational professionals. in Journal of Research in Special Educational Needs. Journal of Research in Special Educational Needs, vol. 15, Wiley-Blackwell Publishing Ltd. Blackwell Publishing, pp. 80-81. https://doi.org/10.4324/9781315883878

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

Journal of Research in Special Educational Needs. Wiley-Blackwell Publishing Ltd. Blackwell Publishing, 2015. p. 80-81 (Journal of Research in Special Educational Needs; Vol. 15).

Research output: Contribution to Book/Report typesChapterResearchpeer-review

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Doveston M. Review of Bringing insider perspectives into inclusive teacher learning: Potentials and challenges for educational professionals. In Journal of Research in Special Educational Needs. Wiley-Blackwell Publishing Ltd. Blackwell Publishing. 2015. p. 80-81. (Journal of Research in Special Educational Needs). https://doi.org/10.4324/9781315883878