All Outputs (4)

Cumulative knowledge-building for inclusive education in initial teacher education (2019)
Journal Article
Walton, E., & Rusznyak, L. (2020). Cumulative knowledge-building for inclusive education in initial teacher education. European Journal of Teacher Education, 43(1), 18-37. https://doi.org/10.1080/02619768.2019.1686480

Initial teacher education must respond to the demand that newly qualified teachers are able to teach inclusively. This response has been the creation of opportunities for learning in coursework and field experiences. Research has identified the impac... Read More about Cumulative knowledge-building for inclusive education in initial teacher education.

Developing standards for inclusive teaching in South Africa: a dilemma analysis (2019)
Journal Article
Walton, E., & Rusznyak, L. (2019). Developing standards for inclusive teaching in South Africa: a dilemma analysis. Southern African Review of Education, 25(1), 89-106

As inclusive education has gained traction internationally, there has been a demand for teachers who are equipped to teach diverse learners. This has led to attempts to capture the competences of inclusive teachers in scholarly literature and in the... Read More about Developing standards for inclusive teaching in South Africa: a dilemma analysis.

Constraints to the implementation of inclusive teaching: a cultural historical activity theory approach (2019)
Journal Article
Andrews, D., Walton, E., & Osman, R. (2019). Constraints to the implementation of inclusive teaching: a cultural historical activity theory approach. International Journal of Inclusive Education, 1-16. https://doi.org/10.1080/13603116.2019.1620880

Learners who experience learning challenges are at risk of not accessing equitable education opportunities in South African schools. This is despite teacher education and system reform initiatives towards more inclusive education. To discover what co... Read More about Constraints to the implementation of inclusive teaching: a cultural historical activity theory approach.

What matters in learning communities for inclusive education: a cross-case analysis (2019)
Journal Article
Walton, E., Carrington, S., Saggers, B., Edwards, C., & Kimani, W. (2019). What matters in learning communities for inclusive education: a cross-case analysis. Professional Development in Education, 1-15. https://doi.org/10.1080/19415257.2019.1689525

© 2019 International Professional Development Association (IPDA). Implementing inclusive education requires on-going commitment to teachers’ professional learning. One way of implementing professional learning is to develop learning communities based... Read More about What matters in learning communities for inclusive education: a cross-case analysis.