Teachers' professional development in special needs settings: Creating 'kid-cool' schools in challenging times

Hardy, Ian (2011) Teachers' professional development in special needs settings: Creating 'kid-cool' schools in challenging times. International Journal of Inclusive Education, 16 8: 809-824. doi:10.1080/13603116.2010.523906

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Author Hardy, Ian
Title Teachers' professional development in special needs settings: Creating 'kid-cool' schools in challenging times
Journal name International Journal of Inclusive Education   Check publisher's open access policy
ISSN 1360-3116
Publication date 2011
Sub-type Article (original research)
DOI 10.1080/13603116.2010.523906
Open Access Status File (Author Post-print)
Volume 16
Issue 8
Start page 809
End page 824
Total pages 16
Place of publication Milton Park, Abingdon, Oxon, U.K.
Publisher Routledge
Collection year 2012
Language eng
Formatted abstract
This paper explores the nature of teachers’ professional development (PD) practices in special needs/special education settings in Australia under current neoliberal and managerial conditions. The research is based on individual interviews with teachers from a juvenile justice centre and a dedicated special needs school in a regional city in the state of New South Wales. Bourdieu’s conception of social practice as contested is applied to make sense of teachers’ understanding of the conflicted nature of PD practices in these schooling settings. The findings reveal teacher PD in these special needs settings is influenced by the increased commodification of education, broader accountability pressures which seek to individualise teachers’ PD experiences, and increased attention to a narrower range of educational outcomes, particularly students’ test scores. However, at the same time, these settings also enable more localised, collaborative inquiry focused upon specific students’ needs, and PD relevant to a multiā€faceted conception of students’ learning. In this way, teacher PD contributes to a focus upon student learning in all its complexity, even as it is simultaneously confined by neoliberal and managerial pressures.
Keyword Teacher professional development
Special education
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Available online:17 Jun 2011

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2012 Collection
School of Education Publications
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Citation counts: TR Web of Science Citation Count  Cited 1 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 1 times in Scopus Article | Citations
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Created: Fri, 02 Sep 2011, 11:12:27 EST by Claire Backhouse on behalf of School of Education