Curriculum Theory: The Missing Perspective in Teacher Education for Inclusion

Our intergenerational authorial team takes up a central—and unresolved—issue within teacher education for inclusion, namely, the role of curriculum in reconceptualizing pre-service programs. We specifically review literature and policy on how special education teacher educators have approached conce...

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Bibliographic Details
Published inTeacher education and special education Vol. 43; no. 1; pp. 85 - 103
Main Authors Pugach, Marleen C., Blanton, Linda P., Mickelson, Ann M., Boveda, Mildred
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.02.2020
SAGE PUBLICATIONS, INC
Subjects
Curricula
Curriculum Enrichment
Educational Theories
Educational theory
Experts
Hidden Curriculum
Inclusion
Literature reviews
Power
Preservice Teacher Education
Role clarity
Special Education
Special education teachers
Teacher education
Teacher Education Curriculum
Teachers
Teams
Transformation
inclusion
teacher preparation policy/service delivery
diversity
educational reform
collaboration
curriculum
teacher preparation practices and outcomes
equity
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Summary:Our intergenerational authorial team takes up a central—and unresolved—issue within teacher education for inclusion, namely, the role of curriculum in reconceptualizing pre-service programs. We specifically review literature and policy on how special education teacher educators have approached conceptions of curriculum, using this past as prologue to argue that the teacher education curriculum requires a community of educators constructing a balance between a shared equity agenda to support the preparation of all teachers for inclusion, and the simultaneous need to prepare experts who can effectively share and utilize expertise that addresses the specific learning needs of marginalized learners, including those with disabilities. Unless curriculum is addressed comprehensively, deep transformation will be difficult to achieve, and role clarity for prospective special education teachers is likely to remain unclear. Our aim is for readers to consider the complicating power of curriculum theory as essential framework for renegotiating the teacher education curriculum for inclusion.
ISSN:0888-4064
1944-4931
DOI:10.1177/0888406419883665