Teacher education for inclusion. International trends

Type
06 - Presentation
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Nicosia
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Abstract
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.
Keywords
Inclusive education, Inklusive Bildung, Teacher education, Lehrpersonenbildung
Subject (DDC)
370 - Erziehung, Schul- und Bildungswesen
Project
Event
ECER 2024 (European Conference on Educational Research)
Exhibition start date
Exhibition end date
Conference start date
27.08.2024
Conference end date
30.08.2024
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Language
English
Created during FHNW affiliation
Yes
Strategic action fields FHNW
Publication status
Review
Peer review of the abstract
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Citation
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