ABSTRACT

As public schools respond to calls to provide inclusive and equitable education for all students, teachers must possess positive attitudes towards disability and diversity in addition to content and pedagogical knowledge. It has become, therefore, a common expectation that teacher education programmes encourage candidates to engage in critical reflection on both educational systems and their own assumptions and practices. Meanwhile, a simultaneous trend towards online, asynchronous courses in teacher education have introduced a new challenge of how to encourage critical reflection on sensitive topics in a context where the conversation is dispersed and face-to-face dialogue is absent. This case study examines an adaptation of the Diversity Dialogues framework for an online course, including the affordances of different kinds of prompts for fostering candidates’ adoption of characteristics of inclusive teachers. Thematic coding of candidates’ online dialogue revealed markedly different levels of adoption of the characteristics of inclusive teachers and examination of personal. We identify characteristics of prompts that support different aspects of dispositions for inclusive education and discuss implications for strengthening critical reflection in online education.

摘要

随着公立学校响应呼吁为所有学生提供包容和公平的教育，除了内容和教学知识外，教师还必须对残疾和多样性抱有积极的态度。因此，人们普遍期望教师教育计划鼓励考生对教育系统以及他们自己的假设和实践进行批判性反思。与此同时，教师教育中在线、异步课程的同步趋势带来了新的挑战，即如何在对话分散且缺乏面对面对话的背景下鼓励对敏感话题进行批判性反思。本案例研究考察了多元化对话的改编版在线课程的框架，包括各种提示的可供性，以促进候选人采用包容性教师的特征。候选人在线对话的主题编码揭示了对包容性教师和个人考试特征的采用程度明显不同。我们确定了支持全纳教育倾向的不同方面的提示特征，并讨论了对加强在线教育批判性反思的影响。