Becoming Inclusive Teacher Educators: Self-Study as a Professional Learning Tool

Becoming Inclusive Teacher Educators: Self-Study as a Professional Learning Tool

This article describes a self-study inquiry project designed and conducted by a self-study group at a Faculty of Education in an Atlantic Canadian University. The seven-member group engaged in a collaborative self-study inquiry while adopting Universal Design for Learning (UDL) principles in their t...

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Autores principales: Saiqa Azam, Karen Goodnough, Alireza Moghaddam, Christine Arnold, Sharon Penney, Gabrielle Young, Kimberly Maich
Formato: article
Lenguaje:EN
Publicado: Georgia Southern University 2021
Materias:
inclusive practices
inclusive teacher education practices
self-study
universal design for learning (udl)
Theory and practice of education
LB5-3640
Acceso en línea:https://doaj.org/article/36d3613f097d48d789579af34ea7e33c
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https://doaj.org/article/36d3613f097d48d789579af34ea7e33c

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