SEND Inclusion: Pedagogy, Content Knowledge, Theory and Practice. Some challenges and opportunities.

Ridgway, R.

Abstract

Ridgway, R. (2018). SEND Inclusion: Pedagogy, Content Knowledge, theory and Practice. Some challenges and opportunities. Paper presented at the Teacher Education Advancement Network (TEAN) 9th Conference: The Ambition of Teacher Education, Birmingham. Inclusion: Pedagogy, Content Knowledge, Theory and Practice. Some challenges and opportunities Lead Presenter: Rosie Ridgway - Durham University Aim: An exploration of the challenges faced by initial teacher trainees in grappling with the theory and practice of ‘Inclusion’ of SEND learners, and some suggestions about how one ITE provider is supporting trainee teachers to develop their content knowledge, pedagogical content knowledge and practice in this area. Content: Challenges faced by trainee teachers (and more experienced teachers) • Insufficient content knowledge (in relation to SENDs) • Insufficient pedagogical content knowledge • Developing pedagogical skills • Poorly defined concept of inclusion- hard to grasp, hard to practice, hard to generalise Opportunities and Approaches • Development of content knowledge • Development of pedagogical content knowledge through theory, practice and reflection on practice • Use of waves of practice model to pause and critically evaluate developing pedagogical skills • Engaging in critical reflection on concept of SEND inclusion as both an academic and professional issue The Ambition of Teacher Education: The teachers’ standards set high ambitions for practitioners to be excellent, with specialist knowledge and high expectations for all learners. Teacher educators also have high ambitions for their trainees and the children and young people they will engage with. Some issues are challenging at multiple levels and we can reflect on and improve and continue to raise our ambitions for Inclusive teaching and learning. The country/ies to which the presentation relates: England, UK.

Citation

Ridgway, R. (2018, December). SEND Inclusion: Pedagogy, Content Knowledge, Theory and Practice. Some challenges and opportunities. Presented at Teacher Education Advancement Network, Birmingham, UK

• Presentation Conference Type: Conference Paper (published)
• Conference Name: Teacher Education Advancement Network
• Acceptance Date: Jan 12, 2018
• Online Publication Date: May 10, 2018
• Deposit Date: Oct 21, 2019
• Public URL: https://durham-repository.worktribe.com/output/1141741
• Publisher URL: https://www.cumbria.ac.uk/research/enterprise/tean/teachers-and-educators-storehouse/tean-conference/tean-conference-2018/