Analysis of the conditions that enable and constrain knowledge mobilisation in inclusive education: contributions to teacher education
Metadades
Mostra el registre complet de l'elementcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/174801
comunitat-uji-handle3:10234/174813
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INVESTIGACIONMetadades
Títol
Analysis of the conditions that enable and constrain knowledge mobilisation in inclusive education: contributions to teacher educationData de publicació
2024-06-23Editor
Taylor & FrancisCita bibliogràfica
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/10.1080/03055698.2024.2369845Tipus de document
info:eu-repo/semantics/articleVersió de l'editorial
https://www.tandfonline.com/doi/full/10.1080/03055698.2024.2369845Versió
info:eu-repo/semantics/acceptedVersionParaules clau / Matèries
Resum
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. [-]
Publicat a
Educational Studies, 2024.Entitat finançadora
Generalitat Valenciana | Universitat Jaume I
Codi del projecte o subvenció
AICO/2018/066 | UJI-B2021-44
Drets d'accés
“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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