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Enhancing teacher
learning in inclusion
A thesis presented in partial fulfilment of the requirements for the degree of
Doctor of Education
at Massey University, Palmerston North, New Zealand
Ronald Stewart Hutton
2008
Enhancing teacher learning in inclusion
ii
Abstract
Enhancing teacher learning in inclusion is an action research study which
researched how two New Zealand classroom teachers were facilitated to enhance
their pedagogy and become more inclusive. An examination of the international
literature suggested that contextual professional development, classroom action
research, and a collaborative relationship with a critical friend would facilitate
inclusive pedagogy. However, there were no published studies of New Zealand
primary teachers engaged in classroom-centred action research on inclusion
involving an educational psychologist. A two phase action research design was
used, firstly negotiated and modelled by an outside researcher, second order action
research, and secondly by empowering the teachers to become action researchers,
first order action research.
Some inclusive practices were evident but two major barriers to inclusive practice
in New Zealand classrooms were highlighted. These were an independent and
autonomous teacher practice and limited use of individual student assessment data
to inform teaching for individual learning. Active reflective thinking through
reflection journals and teacher action research of teacher chosen classroom
learning challenges occurred in two cycles of second order action research.
Results established increased teacher focus on individual student learning,
collaboration between themselves and the researcher, knowledge and skills