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

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