ABSTRACT

This qualitative case study involves a high school science teacher with a special education background in an urban school in the English School District of Newfoundland and Labrador. Conceptualized within the theoretical framework of Universal Design for Learning (UDL), this study examined the teacher’s instructional practices and the tensions she experienced in the adoption of inclusive science pedagogy. This is a descriptive study that used different data collection methods, including interviews, observations, and documents. Data were analyzed inductively with MAXQDA software using constant comparative analysis. Findings showed that the teacher’s instructional practices in the implementation of inclusive pedagogy focused on creating multiple means to (a) engage diverse students, (b) represent the science curriculum, and (c) enable diverse students to express and communicate their understanding of science. However, several tensions were identified, which impeded the teacher’s effort in the implementation of inclusive science pedagogy. These tensions include inadequate instructional resource teachers, inflexible science curriculum, overreliance on standardized testing, and inadequate professional learning. The paper concludes with implications for science teachers and pre-service teachers’ education, with recommendations on future research direction.

摘要

该定性案例研究涉及纽芬兰和拉布拉多英语学区的一所城市学校中具有特殊教育背景的高中科学教师。本研究在通用学习设计 (UDL) 的理论框架内进行概念化，考察了教师的教学实践以及她在采用包容性科学教学法时所经历的紧张局势。这是一项描述性研究，使用了不同的数据收集方法，包括访谈、观察和文件。数据通过 MAXQDA 软件使用恒定比较分析进行归纳分析。调查结果表明，教师在实施包容性教学法时的教学实践侧重于创造多种手段来（a）吸引不同的学生，（​​b）代表科学课程，(c) 使不同的学生能够表达和交流他们对科学的理解。然而，发现了一些紧张局势，这阻碍了教师实施全纳科学教学法的努力。这些紧张关系包括教学资源教师不足、科学课程不灵活、过度依赖标准化考试以及专业学习不足。论文最后对科学教师和职前教师教育的启示，并对未来的研究方向提出了建议。过度依赖标准化考试，专业学习不足。论文最后对科学教师和职前教师教育的启示，并对未来的研究方向提出了建议。过度依赖标准化考试，专业学习不足。论文最后对科学教师和职前教师教育的启示，并对未来的研究方向提出了建议。