How the hybridization of the training can contribute to Teacher Education for Inclusive Education?: Some results from a French Study in Vocational School Teacher training.
Year: 2025
Type: article
Abstract: The goal of this research is to understand how digital technologies can contribute to teacher education for inclusive education. This study adopts Artiles and Kozleski's (2007) definition of inclusion as encompassing both intersectionality and diversity, and applies this concept in the context of fostering universal pedagogy (Bergeron et al., 2011). It is known that innovations in digital environments facilitate transformations in teaching (Barrette, 2009). The COVID-19 pandemic forced many such innovations in digital environments, and this study focuses on how the further hybridization of in-person training with these digital innovations can improve teacher education for inclusion. To collect the data, we use a survey completed by 102 student teachers; four focus groups; and direct interviews of seven student teachers who experienced a hybridized approach to teacher training during the pandemic. To analyze this material, this study relies on a grid of 10 requirements (Van Peteghem & Consuegra, 2021) determined to be fundamental for instructing teachers in inclusive education. Our results show that hybridization is beneficial for teacher education, as it increases collaboration among student teachers and encourages the creation of safe spaces for learning and discussion.
Source: HAL
Author: Epstein, Muriel
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W7108002004