ABSTRACT
This chapter returns to the questions posed in Chapter 1 and discusses some of the key emerging themes across the teacher educators’ endeavors to gather and interpret insider perspectives to inform the work they do in relation to building teacher education programs that are more inclusive. This chapter is structured around the key questions:
How do teacher educators gather insider perspectives?
What can teacher educators learn from multiple insider perspectives related to inclusive experiences to inform inclusive teacher education experiences?
How do teacher educators come to understand what teachers need to know for inclusive practice and how teachers come to know, do, appreciate and be through promoting greater appreciation of insider perspectives?
What are some of the barriers/challenges for teacher educators who may wish to use insider perspectives in their inclusive education experiences?
