Teacher education for disability-focussed anti-oppressive pedagogy: the case for <italic>re</italic>conceptualisation.

Abstract\nPoints of interestDisability Studies scholars have extensively analysed how people with disabilities are oppressed in societies that devalue them. Teachers can promote change in thinking by presenting people with disabilities as people with multiple identities and experiences who are frequently oppressed. This paper explores how teachers can change their thinking and <italic>Re</italic>conceptualise their practices to this end. It reports on a two-year teacher education programme implemented in Cyprus. The participants were 59 teachers from pre primary, primary and secondary levels of education. The study analysed discussions with teachers held in seminars, lesson plans and the researcher’s diary. The findings suggest that teachers questioned dominant oppressive practices, became critical of and proposed alternatives to oppressive materials, began to think in terms of anti-oppressive Approaches, and planned and implemented anti-oppressive lesson plans. The discussion draws the connections between the findings and relevant research to consider changes that can advance teacher education for inclusion.This paper explores how teachers <italic>Re</italic>conceptualise their thinking and practices to raise disability awareness.The research team developed a teacher education programme, based on Disability Studies key ideas, such as the social model.The participants were 59 teachers from pre primary, primary and secondary levels of education.The data included recorded discussions with teachers held in seminars, lesson plans and the researcher’s diary.According to the findings teachers changed their initial views on disability and were able to develop lesson plans to raise disability awareness.The discussion suggests how teacher education can be improved to empower teachers raise disability awareness.This paper explores how teachers <italic>Re</italic>conceptualise their thinking and practices to raise disability awareness.The research team developed a teacher education programme, based on Disability Studies key ideas, such as the social model.The participants were 59 teachers from pre primary, primary and secondary levels of education.The data included recorded discussions with teachers held in seminars, lesson plans and the researcher’s diary.According to the findings teachers changed their initial views on disability and were able to develop lesson plans to raise disability awareness.The discussion suggests how teacher education can be improved to empower teachers raise disability awareness. [ABSTRACT FROM AUTHOR]