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ERIC Number: EJ1052089
Record Type: Journal
Publication Date: 2015
Pages: 17
Abstractor: As Provided
Reference Count: 77
ISBN: N/A
ISSN: ISSN-1354-0602
Do Admission Criteria for Teacher Education Institutions Matter? A Comparative Study on Beliefs of Student Teachers from Serbia and Slovenia about Inclusive Practices
Pecek, Mojca; Macura-Milovanovic, Suncica
Teachers and Teaching: Theory and Practice, v21 n3 p260-276 2015
The relationship between admissions criteria, the preparation provided by teacher education programmes and student teachers' (STs) beliefs about inclusive education (IE) are rarely made explicit. The paucity of data regarding this relationship leads us to question whether teacher candidates' prior beliefs matter relative to admissions criteria or whether it can be assumed that all of the needed competencies and positive beliefs about teaching well will be acquired during the teacher education programme. To investigate these questions, this study focuses on STs enrolled in three teacher education institutions (TEIs): two in Serbia and one in Slovenia. The study indicates that STs' beliefs about IE relate more to differences in the educational systems and the influences of societies as a whole than to admissions criteria for TEIs. Implications of the study for teacher education and admissions criteria are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Serbia; Slovenia