Reviewing Course Design to Support Preservice Teachers' Learning around Inclusivity and Intersectionality
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| Title: | Reviewing Course Design to Support Preservice Teachers' Learning around Inclusivity and Intersectionality |
|---|---|
| Language: | English |
| Authors: | Karen Williams, Karan Vickers-Hulse, Aisha Thomas |
| Source: | Teacher Education Advancement Network Journal. 2025 16(1):4-14. |
| Availability: | University of Cumbria. LED Research Centre, Fusehill Street, Carlisle, Cumbria, England CA1 2HH. Tel: +44-1228-616338; Web site: https://ojs.cumbria.ac.uk/index.php/TEAN |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Inclusion, Intersectionality, Instructional Design, Social Change, Political Influences, Global Approach, Preservice Teacher Education, Foreign Countries |
| Geographic Terms: | United Kingdom (Bristol) |
| ISSN: | 2054-5266 |
| Abstract: | In this paper, we discuss the process of reviewing and evaluating course design on an initial teacher education programme in a higher education institution in England. We demonstrate how critical evaluation of practice informed new understanding, strategies and approaches in teacher education and development. In England, policy forbids the promotion of partisan political views but fails to recognise the nuances when discussing sensitive issues. When this work took place, the city of Bristol, in which the university is situated, was in crisis; it was a time of social and political change in the city that drew global attention. It is recognised that there are considerable variations globally in approaches to preparing pre-service teachers to be inclusive practitioners. This paper aims to highlight the complexities of supporting and equipping pre-service teachers to become inclusive practitioners in challenging and shifting global contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1484063 |
| Database: | ERIC |
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