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.

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

Date of the last check

ISBN

ISSN

Language

English

Created during FHNW affiliation

Yes

Strategic action fields FHNW

Publication status

Review

Peer review of the abstract

Open access category

License

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

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