Graham, Archie

MacDougall, Lindsay

Mtika, Peter

Robson, Dean

English

Aberdeen University Research

ECER 2021Geneva (Online) Enacting inclusive pedagogy in schools located in high poverty environments: Learning from beginner teachers A R C H I E  G R A H A M ,  D E A N  R O B S O N ,  P E T E R  M T I K A ,  &  L I N D S A Y  M A C D O U G A L LS C H O O L  O F  E D U C A T I O N ,  U N I V E R S I T Y  O F  A B E R D E E N ,  A B E R D E E N ,  S C O T L A N DT U E S D A Y  7 T H S E P T E M B E R  2 0 2 1BackgroundMany new teachers feel unprepared to work with diverse learner groups (Cochran-Smith, Villegas, Abrams, Chavez-Moreno, Mills, and Stern, 2016) Schools located in high poverty areas present further challenges for teachers and for teacher educators (Naven, Sosu, Spencer, and Egan, 2019). Inclusive education viewed as a way of responding to global challenges such as poverty (Commission of the European Union, 2018).Inclusive pedagogy (Florian and Black-Hawkins, 2011).Lack of guidance for supporting beginner and student teachers on where to start to develop an inclusive pedagogy (Florian and Spratt, 2013). The Scottish ContextNational Framework for Inclusion (Scottish Teacher Education Committee, 2014) Scottish Attainment Challenge (Scottish Government, 2015) Teachers and teacher educators important contributors in responding inclusively to increasingly diverse learner groups (UNESCO, 2020). Scottish Council of the Deans of Education Attainment Challenge Project (Scottish Council of Deans of Education, undated)Scottish Index of Multiple Deprivation (SIMD) (Scottish Government, 2016)Theoretical FrameworkInclusive pedagogy (Pantić & Florian, 2015; Black-Hawkins and Florian 2012; Florian and Black-Hawkins 2011). 1. Difference between learners should be expected in any conceptualisation of learning2. Teachers must believe they are capable of teaching all learners3. Teachers will develop creative and new ways of working with others.Inclusive Pedagogy Approach in Action (IPAA) (Florian and Spratt, 2013).An asset-based approach (Garven, McLean and Pattoni, 2016). Research Participants and School ProfilesProbationers (7) Gender School School ProfileAmy Female School A (Primary)Approximately 80% of pupils from SIMD 1-40 backgrounds.  Approximately 40% of pupils were recorded as having Additional Support Needs (ASN). The pupil teacher ratio was 16:1 with an average class sizes of 25 pupils.  Attendance 91.9% but below the national average 94.5% in 2018/2019.  Helen FemaleHilda Female School B (Primary)Approximately 90% of pupils from SIMD 1-40 backgrounds.  Approximately 90% of pupils were recorded as having Additional Support Needs (ASN). The pupil teacher ratio was 15:1 with an average class size of 25 pupils.  Attendance 92.3% but below the national average 94.5% in 2018/2019.  Simon MaleColin Male School C (Secondary)Approximately 80% of pupils from SIMD 1-40 backgrounds.  Approximately 40% of pupils were recorded as having Additional Support Needs (ASN). The pupil teacher ratio was 13:1. No data available for average class sizes.  Attendance 82% but below the national average 90.7% in 2018/2019.  Eve FemaleHilary FemaleMethodsRQ What are the lived experiences of beginner teachers learning to enact an inclusive pedagogical approach in high poverty context school environments? ◦ Exploratory multiple case study (Yin, 2018) ◦ Data Collection◦ narrative observations;◦ semi-structured interviews;◦ reflective diaries.◦ Data Analysis◦ Phase 1: within-case analysis of each participant’s data (n=7)◦ Phase 2: mini-case summaries for each participant (n=7)◦ Phase 3: cross-case analysisFindingsTeaching strategiesScaffoldingEncouraging learners to verbalise their thinkingRevisiting previous learningMaking links to other learning overtExperiential learningChunking lesson into smaller partsPlanned additional support Providing visual images“Teacher’s station” to provide some additional supportConcrete materialsProvide nurturing experiencesTargeted use of teacher time Providing sufficient time to support the pupils’ understandingWhole class reading, and using technology to look up words pupils do not understandWorking with othersIntraprofessionalWorkinge.g. In partnerships formed with teachers or other adults who work alongside them in the classroomDiscussion and ConclusionAn asset-based approach coupled with the Inclusive Pedagogical Approach in Action (IPAA) framework can help identify some of the possible ways through which probationer teachers can begin to enact an inclusive pedagogy approach in high poverty school contextsSurfacing what they can do rather than focusing on what they cannot creates an opportunity for probationer teachers to recognise, articulate, explore and build upon their individual assets.Adopting an asset-based approach may help new teachers to reframe their feelings of unpreparedness and adopt a more positive narrative of their progress in learning to enact an inclusive pedagogy and work with diverse learner groups.ReferencesBlack-Hawkins, K., and L. Florian. (2012) “Classroom teachers’ craft knowledge of their inclusive practice.” Teachers and Teaching: Theory and Practice 18(5): 567-584. Cochran-Smith, M., A. M. Villegas, L. Abrams, L. Chavez-Moreno, T. Mills, and R. Stern. (2016). “Research on Teacher Preparation: Charting the Landscape of a Sprawling Field.” In Handbook of Research on Teaching, edited by D. Gitomer and C. Bell, 439–546. 5th ed. Washington, DC: AERA.Commission, European. 2018. Council Recommendation on Promoting Common Values, Inclusive Education, and the European Dimension of Teaching.  https://ec.europa.eu/transparency/regdoc/rep/1/2018/EN/COM2018-23-F1-EN-MAIN-PART-1.PDF Florian, L. & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, Vol. 37(5), pp813-828Florian, L., & Spratt, J. (2013). Enacting inclusion: A framework for interrogating inclusive practice. European Journal of Special Needs Education, 28(2), 119-135. DOI:10.1080/08856257.2013.778111 Garven, F., McLean, J. and Pattoni, L. (2016) Asset-Based Approaches: Their Rise, Role and Reality. Edinburgh, DunedinNaven, L., Sosu, E., Spencer, S. and Egan, J. (2019) The influence of poverty on children’s school experiences: pupils’ perspectives, Journal of Poverty and Social Justice, vol xx, no xx, 1–19, DOI:10.1332/175982719X15622547838659 Pantić, N., and L. Florian. 2015. “Developing teachers as agents of inclusion and social justice.” Education Inquiry 6(3): 333-351. https://doi.org/10.3402/edui.v6.27311 Scottish Council of Deans of Education. Undated. Developing pedagogies that work for Pre-Service and Early Career Teachers to reduce the Attainment Gap in Literacy, Numeracy and Health and Wellbeing. Accessed on July1, 2021. SCDE Attainment Challenge Project: Developing pedagogies that work for Pre-Service and Early Career Teachers to reduce the Attainment Gap in Literacy, Numeracy andHealth and Wellbeing. – Scottish Council of Deans of Education Scottish Teacher Education Committee (2014) National Framework for Inclusion: Accessed 16 January 2020: http://www.frameworkforinclusion.org/ Scottish Government. 2016. Introducing the Scottish Index of Multiple Deprivation 2016. http://www.gov.scot/Resource/0050/00504809.pdf   Scottish Government (2015) Pupil Attainment: closing the gap. Accessed 16 January 2020:  https://www.gov.scot/policies/schools/pupil-attainment/UNESCO (2020) Global Education Monitoring Report Summary 2020: Inclusion and education: All means all. Paris: UNESCO. https://en.unesco.org/gem-report/report/2020/inclusion    Yin, R.K.  (2018) Case Study Research and Applications, 6th Edition. Los Angeles, SAGE p55-61

Enacting inclusive pedagogy in schools located in high poverty environments : Learning from beginner teachers

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Enacting inclusive pedagogy in schools located in high poverty environments : Learning from beginner teachers

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