Newly qualifying teachers' perspectives on diversity and inclusion: Understanding through visual representations

Newly qualifying teachers' perspectives on diversity and inclusion: Understanding through visual representations

• Phillipson, Sivanes University of New England, Australia & Hong Kong Institute of Education
• Forlin, Christine Irene

International Journal of Whole Schooling, 7(1), 1-19, 2011

Whole Schooling Consortium

2011

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

This research explores the use of visual imagery as a strategy for gaining a greater understanding of diversity and inclusion within regular schools as perceived from the perspective of 118 newly qualifying teachers in Hong Kong. Dyads or small groups of teachers participating in a teacher education course were asked to represent their understanding of the concept of inclusion within the local context by using a visual imagery approach. Analysis of 14 images identified a range of issues perceived by these participants as supportive and exclusive of the whole school approach to education being adopted locally. Discussion focuses on the use of visual imagery as an innovative and engaging way for preparing teachers for inclusive education.
[Copyright © 2011 Whole Schooling Press.]

• English

Journal Articles

• 17102146

https://bibliography.lib.eduhk.hk/bibs/9712f810

2015-11-05