Abstracts
Abstract
Focus groups were conducted in four school divisions in central Canada in order to determine whether inclusive educators in schools could identify the knowledge base, skills set, and attitudes desirable in new inclusive teachers. Participants failed to identify an essential knowledge base for inclusive educators. Findings indicated that a focus on skills and attitudes was viewed as desirable, specifically skills related to flexibility, inter-dependence, communication. Participants also valued attitudes related to willingness on the part of new teachers to seek learning opportunities and accept help from other team members.
Résumé
Des enseignants travaillant dans un contexte d’inclusion au sein de quatre divisions scolaires du centre du Canada ont participé à des groupes de discussion afin de déterminer s’ils étaient capables d’identifier les connaissances, les compétences et les attitudes que devraient posséder les enseignants oeuvrant dans un tel milieu. Les participants n’ont pas réussi à identifier les connaissances fondamentales essentielles aux enseignants en milieu d’apprentissage inclusif. En fait, les résultats indiquent que le développement de compétences et d’attitudes semblait plus important, particulièrement les compétences liées à la flexibilité, l’interdépendance et la communication. De plus, l’ouverture des nouveaux enseignants face aux opportunités d’apprentissage et à l’aide des autres membres de l’équipe-école était aussi considérée comme un atout.
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Appendices
Biographical note
LAURA SOKAL is a professor in the Faculty of Education at the University of Winnipeg. She has taught for 26 years in schools, hospitals, colleges, and universities. She enjoys learning with her students and, in 2004, was honored with the Clifford J. Robson Award for Excellence in Teaching.
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Appendices
Note biographique
LAURA SOKAL est professeur au sein de la faculté des sciences de l’éducation de l’Université de Winnipeg. Elle a enseigné pendant 26 ans dans des écoles, des hôpitaux, des collèges et des universités. Elle aime apprendre en compagnie de ses élèves et a été reçue en 2004 la bourse commémorative Clifford J. Robson pour l’excellence en enseignement.