ERIC Number: EJ830011
Record Type: Journal
Publication Date: 2009-Feb
Abstractor: As Provided
Reference Count: 36
Can a Competence or Standards Model Facilitate an Inclusive Approach to Teacher Education?
International Journal of Inclusive Education, v13 n1 p45-61 Feb 2009
The paper seeks to determine whether programmes of initial teacher education (ITE) can contribute to the development of beginning teachers' inclusive attitudes, values and practices. The majority of ITE programmes are based on government prescribed competence or standards frameworks, which are underpinned by Codes of Professional Values. It is these value statements, which will form the focus of the research, alongside the views of ITE tutors. Since the professional values and practices element is integral to the teacher education framework, it is inevitable that a rather utilitarian approach has been adopted, both to the specification and development of the values statements.
Descriptors: Preservice Teacher Education, Values, National Standards, Competency Based Education, Educational Practices, Teacher Attitudes, Curriculum Evaluation, Curriculum Research, Interviews, Student Development, Foreign Countries, Training Methods
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Northern Ireland)