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Cited by 10Education Pedagogy and PracticesTeacher Education and Leadership StudiesCollaborative Teaching and Inclusion

The DOI matches its Crossref record; 56 of the 61 references it cites were found in a registry or an index.

A New-Institutional Analysis of Inclusion Policy Enactment in Teacher Education: A Case from Ontario

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Massouti, Ayman·2021·Canadian Journal of Educational Administration and Policy
DOI 10.7202/1075670ar
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Abstract

This qualitative single case study aimed to examine the logics of one teacher education program towards preparing pre-service teachers for inclusive teaching from the perspectives of the program’s coordinators. In particular, the study aimed to understand the practices of these coordinators and how these practices are influenced by inclusive education and teacher education policies. This examination would reveal how education policies are enacted in this particular case. New-Institutionalism (NI) theory (DiMaggio & Powell, 1991) constituted the theoretical framework that guided the methodology as well as the analysis of the findings. The study revealed that the coordinators’ understanding and practices around the existing inclusion and teacher education policies emerge from their own experiences in this particular program, intermingled with their beliefs about how inclusion should be enacted in teacher education and schools. Key findings included coordinators developing inclusive mindsets among pre-service teachers, negotiating their logics towards inclusion through modeling inclusive teaching practices in the university classroom, and engaging them in critical discussions around inclusion policy practice in schools, and coordinators calling for a curriculum policy change. Recommendations for future teacher education programming in response to the evolving inclusive education are offered.

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Cites

Research works printed but not linked: 4

  1. Bransford, J., Darling-Hammond, L., & LePage, P. (2005). Introduction. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 1-39). Jossey-Bass.
  2. DiMaggio, P. & Powell, W. W. (1991). Introduction. In W. W. Powell & P. DiMaggio (Eds.), The new institutionalism in organizational analysis (pp. 1-38). University of Chicago Press.
  3. Marshall, C., & Rossman, G. B. (1999). Designing qualitative research (3rd ed.). Sage.
  4. Miles, S., & Ahuja, A. (2007). Sharing international experiences of developments in inclusive education. In L. Florian (Ed.), The SAGE handbook of special education (pp. 131-145).

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Metadata

Authors
Massouti, A.
Affiliations
Western University (CA)
Corresponding author
Massouti, Ayman
ORCID
Massouti, Ayman
Venue
Canadian Journal of Educational Administration and Policy
Publisher
Consortium Erudit
Published
2021-03-11
Issue
195
Pages
17-30
ISSN
1207-7798 (ISSN-L)
DOI
10.7202/1075670ar
OpenAlex
W3139129327
Cited by
4
References
61
Citations by year
2023: 1 · 2022: 2 · 2021: 1
FWCI
1.76
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
  • Canadian Journal of Educational Administration and Policy (publishedVersion, cc-by)
  • Érudit (Université de Montréal) (submittedVersion)
Topics
  • Social Sciences › Education › Education Pedagogy and Practices
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Collaborative Teaching and Inclusion
Keywords
inclusive education, teacher education policy, policy enactment, pre-service teachers, inclusive pedagogy, new institutionalism

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