Teacher education for inclusion. International  trends

This 2-part panel will bring together colleagues to reflect on teacher education for inclusion in 12 coun-try contexts: Australia, Austria, Azerbaijan, Chile, Cyprus, Greece, Norway, Portugal, Scotland, Serbia, Switzerland, and USA. Educating teachers that are prepared to teach diverse student populations is one of the big challenges of present times. This can be to some extent explained by the challenges experienced by teachers linked to student diversity and the international push to develop education systems that include all learners. According to Forlin (2010), TE for inclusion is a way of ensuring that teachers are prepared to teach in classrooms with diverse student populations. Livingston (2020) considers that the role and re-sponsibility of TE ‘in developing inclusive education that enables every teacher to meet the needs of all our young people’, still needs to be explored.

Schlagwörter

Inclusive education, Inklusive Bildung, Teacher education, Lehrpersonenbildung

Fachgebiet (DDC)

370 - Erziehung, Schul- und Bildungswesen

Projekt

Veranstaltung

ECER 2024 (European Conference on Educational Research)

Startdatum der Ausstellung

Enddatum der Ausstellung

Startdatum der Konferenz

27.08.2024

Enddatum der Konferenz

30.08.2024

Datum der letzten Prüfung

ISBN

ISSN

Sprache

Englisch

Während FHNW Zugehörigkeit erstellt

Ja

Zukunftsfelder FHNW

Publikationsstatus

Begutachtung

Peer-Review des Abstracts

Open Access-Status

Lizenz

Zitation

VLACHOU, Anastasia, Andrea PRIESTLY, Olja JOVANOVIC MILANOVIC, Raphael ZAHND, Shannon BABBIE, Elin SAETHER, Ines ALVES, Michelle PROYER, Sevinj RUSTAMOVA, Constanza HERRERA-SEDA, Simoni SYMEONIDOU und Ilektra SPANDAGOU, 2024. Teacher education for inclusion. International trends. ECER 2024 (European Conference on Educational Research). Nicosia. 28 August 2024. Verfügbar unter: https://doi.org/10.26041/fhnw-10274

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