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Guided by New-Institutionalism theory, findings show coordinators developing inclusive mindsets, modeling inclusive practices, facilitating critical discussions, and advocating curriculum policy change, with recommendations for future teacher education.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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 \nAyman Massouti Western University  \nAbstract  \nThis qualitative single case study aimed to examine the logics of one teacher education program towards preparing pre-service teachers for inclusive teaching from the perspectives of the program’s coordinators. In particular, the study aimed to understand the practices of these coordinators and how these practices are influenced by inclusive education and teacher education policies. This examination would reveal how education policies are enacted in this particular case. New-Institutionalism (NI) theory (DiMaggio & Powell, 1991) constituted the theoretical framework that guided the methodology as well as the analysis of the findings. The study revealed that the coordinators’ understanding and practices around the existing inclusion and teacher education policies emerge from their own experiences in this particular program, intermingled with their beliefs about how inclusion should be enacted in teacher education and schools. Key findings included coordinators developing inclusive mindsets among pre-service teachers, negotiating their logics towards inclusion through modeling inclusive teaching practices in the university classroom, and engaging them in critical discussions around inclusion policy practice in schools, and coordinators calling for a curriculum policy change. Recommendations for future teacher education programming in response to the evolving inclusive education are offered.  \nKeywords: inclusive education policy, New-Institutionalism, teacher education, coordinators, practice, pre-service teachers  \nIntroduction  \nInclusion and its challenges continue to be central to education policy research that seeks to promote access for all learners (Forlin, 2010). According to the Council of Ontario Directors of Education (CODE), inclusive education is built on the principles of accepting, including, and respecting all students regardless of their various social, cultural, religious backgrounds, abilities, and life situations (CODE, 2014). Going beyond the limitations of the inclusion concept of ‘ableism’, inclusive education in this paper is used more broadly to encompass learners of diverse social, cultural, and learning needs.  \nRealizing the growth of student diversity and the call for adopting more equity practices in Ontario schools is reflected in the release of many inclusion-related policy documents issued by the Ontario Ministry of Education (See OME, 2009, 2014, 2014a, 2017). Therefore, understanding the position of teacher education programs in preparing future teachers for inclusive teaching practices is critical for supporting a growing and diverse student population in Ontario classrooms. According to Forlin (2010), a review of teacher education programs concerning inclusion is a significant priority to warrant that future teachers are ready to respond to the needs of diverse learners in the classroom. This priority could be evidenced by the fact that teacher preparation has been a central key component in education policy reform. Bransford et al. (2005) noted that future teachers need new and innovative ways of preparation, which allow them not to simply cover a given classroom curriculum but rather to enable multimodal learning for students of diverse learning needs.  \nThis study aimed to examine how the coordinators of one Ontario teacher education program conceptualized inclusive education and integrated inclusion policy principles into their institutional practices to support pre-service teachers’ preparation for inclusive teaching. Through the lens ofthe New-Institutionalism theory (DiMaggio & Powell, 1991), the study explored the institutional logics (Friedland & Alford, 1991) of the teacher education program towards inclusion from the perspectives of the program’s coordinators and how these logics influenced the practices ofthe latter. Bridwell-Mitchel","cbCaiaxxMyvkCoMj","https://ap.wps.com/l/cbCaiaxxMyvkCoMj","pdf",334081,14,"English","# Introduction\n## Research Context","[{\"question\":\"What is the study’s main purpose regarding inclusive teaching in teacher education?\",\"answer\":\"The study examines how a teacher education program conceptualizes inclusive education and integrates inclusion policy principles into institutional practices to support pre-service teachers’ preparation for inclusive teaching.\"},{\"question\":\"Which theoretical framework guides the methodology and analysis?\",\"answer\":\"The study is guided by New-Institutionalism (NI) theory, which informs both the methodology and the analysis of findings about institutional logics and enacted practices.\"},{\"question\":\"What key findings emerge from the coordinators’ perspectives?\",\"answer\":\"Coordinators develop inclusive mindsets among pre-service teachers, negotiate logics through modeling inclusive teaching practices in university classrooms, engage students in critical discussions about inclusion policy practice in schools, and call for curriculum policy change.\"}]","A New-Institutional Analysis of Inclusion Policy Enactment in Teacher Education: A Case from Ontario | PDF",1792083952,35]