Analysis of the conditions that enable and constrain knowledge mobilisation in inclusive education: contributions to teacher education
Metadatos
Mostrar el registro completo del ítemcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/174801
comunitat-uji-handle3:10234/174813
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INVESTIGACIONMetadatos
Título
Analysis of the conditions that enable and constrain knowledge mobilisation in inclusive education: contributions to teacher educationFecha de publicación
2024-06-23Editor
Taylor & FrancisCita bibliográfica
Moliner, O., & Sanahuja, A. (2024). Analysis of the conditions that enable and constrain knowledge mobilisation in inclusive education: contributions to teacher education. Educational Studies, 1–18. https://doi.org/10.1080/03055698.2024.2369845Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
https://www.tandfonline.com/doi/full/10.1080/03055698.2024.2369845Versión
info:eu-repo/semantics/acceptedVersionPalabras clave / Materias
Resumen
Despite the recommendations of international institutions on how to promote a more inclusive education, we are witnessing a significant gap between the research findings on Inclusive Education and what really happens ... [+]
Despite the recommendations of international institutions on how to promote a more inclusive education, we are witnessing a significant gap between the research findings on Inclusive Education and what really happens in the classrooms. This article explores the conditions that enable or constrain knowledge mobilisation, from the perspective of university professors who teach and research in inclusive education in 10 Spanish Universities. Methodologically, this is a qualitative descriptive study. As a result of the content analysis of the data obtained from the focus groups, we were able to identify four key elements: the characteristics of the actors, the characteristics of knowledge mobilisation, the organisations’ culture, and the relationship between researchers and practitioners. The discussion on the conditions that strain these four elements leads us to propose some strategies to overcome the gap between theory and practice in the field of teacher education. [-]
Publicado en
Educational Studies, 2024.Entidad financiadora
Generalitat Valenciana | Universitat Jaume I
Código del proyecto o subvención
AICO/2018/066 | UJI-B2021-44
Derechos de acceso
“This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Studies on 23 Jun 2024, available at: https://doi.org/10.1080/03055698.2024.2369845.”
info:eu-repo/semantics/embargoedAccess
info:eu-repo/semantics/embargoedAccess
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