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Teacher Education for the Changing Demographics of Schooling pp 167–182Cite as

Professional Learning to Support the Development of Inclusive Curricula in Scotland

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Part of the book series: Inclusive Learning and Educational Equity ((ILEE,volume 2))

Abstract

In this chapter we discuss the Scottish policy environment, both for teacher education and for school teaching, identifying contemporary challenges to and opportunities for responding to the changing demographics of schooling. Drawing from a research-informed Master’s Programme located at the University of Aberdeen, we discuss how the concept of Inclusive Pedagogy has informed the development of our courses. This chapter focuses on how this conceptual framework is used to support teachers to interrogate the curriculum, and uses examples to illustrate how course participants enacted theoretical concepts to develop curricula that were more responsive to the communities which they served.

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Author information

Authors and Affiliations

  1. School of Education, University of Aberdeen, Aberdeen, UK

    Mhairi C. Beaton & Jennifer Spratt

Authors
  1. Mhairi C. Beaton
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  2. Jennifer Spratt
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Correspondence to Mhairi C. Beaton .

Editor information

Editors and Affiliations

  1. University of Edinburgh, Moray House School of Education University of Edinburgh, Edinburgh, United Kingdom

    Lani Florian

  2. University of Edinburgh, Moray House School of Education University of Edinburgh, Edinburgh, United Kingdom

    Nataša Pantić

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Beaton, M.C., Spratt, J. (2017). Professional Learning to Support the Development of Inclusive Curricula in Scotland. In: Florian, L., Pantić, N. (eds) Teacher Education for the Changing Demographics of Schooling. Inclusive Learning and Educational Equity, vol 2. Springer, Cham. https://doi.org/10.1007/978-3-319-54389-5_12

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  • DOI: https://doi.org/10.1007/978-3-319-54389-5_12

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-54388-8

  • Online ISBN: 978-3-319-54389-5

  • eBook Packages: Social SciencesSocial Sciences (R0)

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