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

Research output: Book chapter/Published conference paperChapter (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 languageEnglish
Title of host publicationResearch for inclusive quality education
Subtitle of host publicationLeveraging belonging, inclusion, and equity
EditorsChristopher Boyle, Kelly-Ann Allen
Place of PublicationSingapore
PublisherSpringer
Chapter5
Pages51-61
Number of pages11
ISBN (Electronic)9789811659089
ISBN (Print)9789811659072
DOIs
Publication statusPublished - 2023

Fingerprint

Dive into the research topics of 'Preparing practitioners for inclusive practice: The challenge of building schema to reduce cognitive load'. Together they form a unique fingerprint.

Cite this