Preparing Teachers to Work in Inclusive Classrooms

Key Lessons for the Professional Development of Teacher Educators from Scotland's Inclusive Practice Project

Lani Florian

Research output: Contribution to journalArticle

60 Citations (Scopus)

Abstract

The increasing cultural, linguistic, and developmental diversity of today's classrooms demands more inclusive approaches to schooling, but classroom teachers often report feeling unprepared for inclusive education. This article reports some lessons learned from the Inclusive Practice Project, a teacher education reform project that has developed an innovative approach to preparing teachers to enter a profession in which they take responsibility for the learning and achievement of all students. It identifies four crucial issues, describes how they were addressed, and considers the challenges of professional development of teacher educators that emerged from the project studies. Key lessons focusing on the professional development of teacher educators in the establishment of a new curricular approach to teacher education for inclusive education are discussed.
Original languageEnglish
Pages (from-to)275-285
Number of pages11
JournalJournal of Teacher Education
Volume63
Issue number4
Early online date11 Jun 2012
DOIs
Publication statusPublished - Sep 2012

Fingerprint

educator
classroom
teacher
education
project studies
profession
linguistics
reform
responsibility
learning
student

Keywords

  • diversity
  • special education
  • preservice education

Cite this

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