Teaching the Individual: Angelica's Inquiry

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Author(s): Patricia Jean Crain de Galarce (Lesley University, USA)and Roxanne White (Urban Teachers, USA)
Copyright: 2017
Pages: 21
Source title: Preparing Pre-Service Teachers for the Inclusive Classroom
Source Author(s)/Editor(s): Patricia Dickenson (National University, USA), Penelope Keough (National University, USA)and Jennifer Courduff (Azusa Pacific University, USA)
DOI: 10.4018/978-1-5225-1753-5.ch003

Keywords: Education / Information Science Reference / Teacher Education

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Abstract

This chapter, framed as a conversation between a first year teacher and her coach, explores the complexities of preparing teachers for inclusive classrooms. The authors describe the multiple knowledge and practice relationships through the eyes and challenges of a first year teaching fellow named Angelica. The important balance of providing teacher candidates with theory, practice, and shared inquiry unfolds as the coach supports Angelica in her desire to understand, reach and teach a puzzling student named Paul. Angelica is able to pull from her resources, her strong foundation of content and pedagogy knowledge, her clinical practice serving the needs of students with special needs, and her comfort with cognitive dissonance. Her conversation integrates theory, clinical fieldwork, and collaborative inquiry to make sense of unique or novel issues that arise in the life of an inclusive classroom.

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