Preparing practitioners for inclusive practice: The challenge of building schema to reduce cognitive load

Greg Auhl; Alan Bain

doi:10.1007/978-981-16-5908-9_5

Preparing practitioners for inclusive practice: The challenge of building schema to reduce cognitive load

Research output: Book chapter/Published conference paper › Chapter (peer-reviewed) › peer-review

Abstract

Teachers in contemporary classrooms can expect to teach students with a diverse range of learning needs. As a result, there is a requirement for those teachers to be well prepared for teaching student populations with a broad range of learning backgrounds and characteristics. This chapter will explore teacher preparation from the perspective of schema building, and how preparing graduates with a well-developed schema for inclusive practice can reduce cognitive load in classroom contexts, allowing practitioners to be more responsive to the needs of learners. The chapter also aims to link specifically to the United Nations’ Sustainable Development Goals, in particular Goal 4 (Quality Education), Goal 10 (Reduced Inequalities) and Goal 3 (Good Health and Well-Being).

Original language	English
Title of host publication	Research for inclusive quality education
Subtitle of host publication	Leveraging belonging, inclusion, and equity
Editors	Christopher Boyle, Kelly-Ann Allen
Place of Publication	Singapore
Publisher	Springer
Chapter	5
Pages	51-61
Number of pages	11
ISBN (Electronic)	9789811659089
ISBN (Print)	9789811659072
DOIs	https://doi.org/10.1007/978-981-16-5908-9_5
Publication status	Published - 2023

Publication series

Name	Sustainable Development Goals Series
Volume	Part F2700
ISSN (Print)	2523-3084
ISSN (Electronic)	2523-3092

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1007/978-981-16-5908-9_5

Cite this

Auhl, G., & Bain, A. (2023). Preparing practitioners for inclusive practice: The challenge of building schema to reduce cognitive load. In C. Boyle, & K.-A. Allen (Eds.), Research for inclusive quality education : Leveraging belonging, inclusion, and equity (pp. 51-61). (Sustainable Development Goals Series; Vol. Part F2700). Springer. https://doi.org/10.1007/978-981-16-5908-9_5

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Auhl, G & Bain, A 2023, Preparing practitioners for inclusive practice: The challenge of building schema to reduce cognitive load. in C Boyle & K-A Allen (eds), Research for inclusive quality education : Leveraging belonging, inclusion, and equity. Sustainable Development Goals Series, vol. Part F2700, Springer, Singapore, pp. 51-61. https://doi.org/10.1007/978-981-16-5908-9_5

Preparing practitioners for inclusive practice: The challenge of building schema to reduce cognitive load. / Auhl, Greg ; Bain, Alan.
Research for inclusive quality education : Leveraging belonging, inclusion, and equity. ed. / Christopher Boyle; Kelly-Ann Allen. Singapore: Springer, 2023. p. 51-61 (Sustainable Development Goals Series; Vol. Part F2700).

Research output: Book chapter/Published conference paper › Chapter (peer-reviewed) › peer-review

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N1 - Publisher Copyright: © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023.

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AB - Teachers in contemporary classrooms can expect to teach students with a diverse range of learning needs. As a result, there is a requirement for those teachers to be well prepared for teaching student populations with a broad range of learning backgrounds and characteristics. This chapter will explore teacher preparation from the perspective of schema building, and how preparing graduates with a well-developed schema for inclusive practice can reduce cognitive load in classroom contexts, allowing practitioners to be more responsive to the needs of learners. The chapter also aims to link specifically to the United Nations’ Sustainable Development Goals, in particular Goal 4 (Quality Education), Goal 10 (Reduced Inequalities) and Goal 3 (Good Health and Well-Being).

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Auhl G , Bain A. Preparing practitioners for inclusive practice: The challenge of building schema to reduce cognitive load. In Boyle C, Allen KA, editors, Research for inclusive quality education : Leveraging belonging, inclusion, and equity. Singapore: Springer. 2023. p. 51-61. (Sustainable Development Goals Series). Epub 2022 Nov 10. doi: 10.1007/978-981-16-5908-9_5

Preparing practitioners for inclusive practice: The challenge of building schema to reduce cognitive load

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UN SDGs

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