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Can an expanded interpretation of phronesis support teacher professional development for inclusion?

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Title: Can an expanded interpretation of phronesis support teacher professional development for inclusion?
Authors: Florian, Lani (AUTHOR), Graham, Archie (AUTHOR)
Source: Cambridge Journal of Education. Dec2014, Vol. 44 Issue 4, p465-478. 14p. 1 Chart.
Subjects: Inclusive education, Teacher development, Phronesis, Teacher education, Decision making, Aristotelianism (Philosophy), Heidegger, Martin, 1889-1976, Adults, Political attitudes
Abstract: This paper presents an overview of the concept of inclusive pedagogy, conceptualised as an approach to teaching that focuses on extending what is generally available to everyone (as opposed to providing for all by differentiating for some) while taking into account that there will be differences between learners. It considers the concept of phronesis as a tool for exploring questions about teacher decision-making in relation to inclusive pedagogy and how phronesis might be taught. To this end, we review some of the ways in which phronesis has been used in teacher education, and consider the potential of broadening the term based on a Heideggerian rather than Aristotelian conceptualisation of it. We consider whether this broader conceptualisation may help to facilitate the development of teachers to understand the limitations inherent in traditional approaches to learner difference and adopt an inclusive pedagogical approach instead. [ABSTRACT FROM PUBLISHER]
Copyright of Cambridge Journal of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Can an expanded interpretation of phronesis support teacher professional development for inclusion?
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  Data: <searchLink fieldCode="JN" term="%22Cambridge+Journal+of+Education%22">Cambridge Journal of Education</searchLink>. Dec2014, Vol. 44 Issue 4, p465-478. 14p. 1 Chart.
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  Data: This paper presents an overview of the concept of inclusive pedagogy, conceptualised as an approach to teaching that focuses on extending what is generally available to everyone (as opposed to providing for all by differentiating for some) while taking into account that there will be differences between learners. It considers the concept of phronesis as a tool for exploring questions about teacher decision-making in relation to inclusive pedagogy and how phronesis might be taught. To this end, we review some of the ways in which phronesis has been used in teacher education, and consider the potential of broadening the term based on a Heideggerian rather than Aristotelian conceptualisation of it. We consider whether this broader conceptualisation may help to facilitate the development of teachers to understand the limitations inherent in traditional approaches to learner difference and adopt an inclusive pedagogical approach instead. [ABSTRACT FROM PUBLISHER]
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  Data: <i>Copyright of Cambridge Journal of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/0305764X.2014.960910
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        Text: English
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      – SubjectFull: Phronesis
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              Text: Dec2014
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