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A Socio-cultural Analysis of Teacher Learning: Developing Professional Identities amidst Struggles for Inclusive Education

Abstract One of the critical imperatives for the development of inclusive school systems is the capacity to nurture and develop teachers who have the skills, critical sensibilities, and the contextual awareness to provide quality educational access, participation, and outcomes for all students; however, research on teacher learning for inclusive education has not yet generated a robust body of knowledge to understand how teachers become inclusive teachers in institutions where exclusion is historical and ubiquitous. Drawing from socio-cultural theory, this study aimed to fill this gap through an examination of teacher learning for inclusive education in an urban professional learning school. In particular, I aimed to answer the following two questio... (more)
Created Date 2011
Contributor Waitoller, Federico Roberto (Author) / Artiles, Alfredo J (Advisor) / Kozleski, Elizabeth B (Committee member) / Gee, James P (Committee member) / Arizona State University (Publisher)
Subject Education / Special education / Teacher education / Inclusive education / sociocultural theory / Teacher learning
Type Doctoral Dissertation
Extent 372 pages
Language English
Reuse Permissions All Rights Reserved
Note Ph.D. Special Education 2011
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS

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Description Dissertation/Thesis