Abstract
AbstractThis chapter explores the application of Universal Design for Learning (UDL) as a lever for equitable and inclusive pedagogies in teacher education. Building on our prior work as teacher educators in the northeastern United States, we analyze how UDL can be used to support teacher candidates in identifying, interrogating, and resisting problematic practices embedded into the structures of schooling.
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1. Can We Practice What We Teach?;Advances in Educational Marketing, Administration, and Leadership;2024-07-12