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dc.contributor.authorPierce, Andrew
dc.date.accessioned2014-04-08T18:46:11Z
dc.date.available2014-04-08T18:46:11Z
dc.date.issued2014-04-08
dc.identifier.urihttp://hdl.handle.net/10464/5315
dc.description.abstractThis project presents a handbook for Ontario Junior/Intermediate (J/I) pre-service teachers, Ontario J/I teacher education instructors, and J/I associate teachers that facilitates the identification, analysis, and reorganization of J/I pre-service teachers’ thoughts and feelings about diversity characteristics to develop inclusive teaching pedagogy. The handbook outlines collaborative and independent learning activities designed for integration into compulsory J/I Bachelor of Education (B.Ed.) program courses, practicum placements, and independent reflective situations. The handbook is composed of 5 sections: (a) Rationale for Importance; (b) Cross-Curricular Activities for J/I B.Ed. Courses; (c) Course-Specific Activities; (d) Practicum Placement Activities; and (e) Resources for Inclusive Educators. A critical content analysis of a 2011-2012 J/I B.Ed. program in Ontario enabled the creation of the handbook to address specific teacher education programming focused on helping pre-service teachers understand their thoughts and feelings about diversity for the development of inclusive teaching pedagogy. This research contributes to the advancement of theory and practice regarding development of teacher education programming that promotes J/I pre-service teachers’ inclusive pedagogy.en_US
dc.subjectPre-Service Teachersen_US
dc.subjectDiversityen_US
dc.subjectInclusive Pedagogyen_US
dc.subjectHandbooken_US
dc.subjectThoughts and Feelings about Diversityen_US
dc.titleA Handbook for Ontario J/I Pre-Service Teachers Developing Inclusive Pedagogy: Understanding Pre-Service Teachers' Thoughts and Feelings About Diversityen_US


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