How the Use of Technology Can Contribute to Teacher Education for Inclusion?
Résumé
This communication proposed here is part of the symposium "Teacher Education for Inclusion: Policies and Practices" aims at understanding the consequences of the use of technology (point 10 of the grid of Van Peteghem & Consuegra, 2021) on teacher education for inclusion.
We approach this question by considering the situation in our own teaching academy, in France, and we further focus on teacher training for vocational and technological schools. This academy is in the biggest administrative area of France and thus, trains the most teachers. This administrative area contains socially disadvantaged families, which goes with younger teams of teachers, turnover, and recruiting difficulties that are higher than the national average. So we have to consider inclusive education in an intersectional approach (Artiles & Kozleski 2007).
The Covid19 pandemic has profoundly added to this context, taking teacher training away from its face-to-face roots into a system that was almost exclusively distance-learning, and that now is becoming increasingly hybridized between the two approaches. This has resulted in, among other things, large-scale changes in the use of technology for teacher training.
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