Search

The purpose of the study was to answer the following questions: (a) What contradictions emerge in the context of a school/university partnership for inclusive education? And (b) How do resident teachers resolve these contradictions as they learned to be inclusive education teachers? Contradictions emerged as teacher residents were required to use in their classrooms pedagogical artifacts taught in the masters’ program that were in conflict with the school district’s curricular policies and mandated practices. We use the notion of curating to explain how resident teachers resolved contradictions in situated practice. We provide recommendations for research and teacher learning efforts for inclusive education.

NOTICE: This is the author’s version of a work that was accepted for publication in Teaching and Teacher Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Teaching and Teacher Education, Vol 31, 2013 DOI:10.1016/j.tate.2012.11.006