Social Inclusion in Higher Education: Culture diversity in teachers curriculum through direct experience

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Authors

SEDLÁKOVÁ Markéta KOŠATKA David

Year of publication 2021
Type Appeared in Conference without Proceedings
MU Faculty or unit

Faculty of Education

Citation
Description The presented paper drew on students written reflective essays (N = 1564), 20 qualitative in-depths interviews and 10 qualitative focus groups. The data were analyzed at a micro-level and meso-level of students' self-reflective pedagogical experience, based on Situation Analysis principles (Clarke, 2019). The research results showed a shift in values towards openness, greater acceptance of diversity, and a pro-inclusive approach among students. Unexpectedly, students began to reflect far more on their own socio-cultural biases. Moreover, the results showed the positive development of students inclusive teaching strategies considering pupils' individual needs, socio-economical capital and diverse social background.

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