Empowerment and Inclusivity: A Case Study of Mathematics and Science Curriculum in Pre-Service Teacher Education.

In 1993, a team of seven researchers at the University of South Australia investigated student diversity among its population in relation to the curriculum in action, student experiences of exclusion and inclusion, and staff experiences of attempting to understand and counter exclusion. This paper reports on a case study based on the newly developed set of integrated mathematics and science subjects within the Bachelor of Teaching program. Students had identified these subjects as increasing their understandings of, and success in, mathematics and science as they prepared to become elementary school teachers. The research: (1) describes the underlying principles and approaches adopted by staff; (2) describes and analyzes student perceptions of their learning experiences; and (3) explores issues which impinge upon planning and teaching for "inclusivity" of student diversity. The paper outlines broad findings of the research, critically examines what it might mean to plan and teach for "inclusivity" and "empowerment" within preservice teacher education, and pays particular attention to prior learning and assessment. Appendixes provide categories for coding student answers and the mathematics and science backgrounds of the students. (Author)