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Cumulative knowledge-building for inclusive education in initial teacher education
Open accessAbstract
Initial teacher education must respond to the demand that newly qualified teachers are able to teach inclusively. This response has been the creation of opportunities for learning in coursework and field experiences. Research has identified the impact of these initiatives and also revealed challenges. One such challenge is the lack of a coherent conceptual framework that leads to a disconnection between coursework and field experiences. We frame this challenge as the need for cumulative knowledge-building as part of developing inclusive teaching as a knowledge-based practice. Drawing on the conceptual repertoire of Legitimation Code Theory, we argue for programme design that systematically develops pre-service teachers’ conceptual and contextual understandings of inclusive teaching through a structured interplay between coursework and field experiences. Assessment plays an important role in showing students what is important in a curriculum, so we suggest approaches to assessment of inclusive teaching competence that supports knowledge-building.
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“When sessions of WIL are interspersed with sessions of coursework without attention to the iterative transfer of knowledge and reasoning between the two, this divide is entrenched (Walton & Rusznyak, 2019).”
From Conceptualising work-integrated learning to support pre-service teachers' pedagogic reasoning (2021) · cites this paper as Walton & Rusznyak, 2019
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“This practical component gives pre-service teachers the opportunity to learn from others and show that they can enable learning in authentic teaching contexts (Cochran-Smith and Lytle 1999).”
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Cited by
Sorted by citations
Conceptualising work-integrated learning to support pre-service teachers' pedagogic reasoning
RusznyakI, L., & Bertram, C. (2021) · Journal of Education · doi:10.17159/2520-9868/i83a02 · Cited by 33
“When sessions of WIL are interspersed with sessions of coursework without attention to the iterative transfer of knowledge and reasoning between the two, this divide is entrenched (Walton & Rusznyak, 2019).”
BackgroundSelf-citation
Metadata
- Authors
- Walton, E., & Rusznyak, L.
- Affiliations
- University of Nottingham (GB)
- University of the Witwatersrand (ZA)
- Corresponding author
- Walton, Elizabeth
- Venue
- European Journal of Teacher Education
- Publisher
- Informa UK Limited
- Published
- 2019-11-08
- Volume
- 43
- Issue
- 1
- Pages
- 18-37
- ISSN
- 0261-9768 (ISSN-L)
- 1469-5928
- OpenAlex
- W2986255768
- Cited by
- 57
- References
- 2
- Citations by year
- 2026: 9 · 2025: 7 · 2024: 9 · 2023: 6 · 2022: 11 · 2021: 12 · 2020: 3
- FWCI
- 17.54
- Type
- journal article
- Language
- en
- Open access
- Licence
- cc-by
- Locations
- European Journal of Teacher Education (publishedVersion)
- Repository@Nottingham (University of Nottingham) (submittedVersion, cc-by)
- Repository@Nottingham (University of Nottingham) (submittedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Education Pedagogy and Practices
- Social Sciences › Education › Inclusive Education and Diversity
- Keywords
- inclusive education, initial teacher education, pre-service teachers, Legitimation Code Theory, curriculum development, conceptual understanding
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