Newly qualifying teachers' perspectives on diversity and inclusion: Understanding through visual representations

Sivanes PHILLIPSON, Christine Irene FORLIN

Research output: Contribution to journalArticle

Abstract

This research explores the use of visual imagery as a strategy for gaining a greater understanding of diversity and inclusion within regular schools as perceived from the perspective of 118 newly qualifying teachers in Hong Kong. Dyads or small groups of teachers participating in a teacher education course were asked to represent their understanding of the concept of inclusion within the local context by using a visual imagery approach. Analysis of 14 images identified a range of issues perceived by these participants as supportive and exclusive of the whole school approach to education being adopted locally. Discussion focuses on the use of visual imagery as an innovative and engaging way for preparing teachers for inclusive education. Copyright © 2011 Whole Schooling Press.
Original languageEnglish
Pages (from-to)1-19
JournalInternational Journal of Whole Schooling
Volume7
Issue number1
Publication statusPublished - Jan 2011

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inclusion
teacher
regular school
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small group
Hong Kong
school

Citation

Phillipson, S., & Forlin, C. (2011). Newly qualifying teachers' perspectives on diversity and inclusion: Understanding through visual representations. International Journal of Whole Schooling, 7(1), 1-19.