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Using teachers' prior knowledge, attitudes and beliefs to develop in-service teacher education courses for inclusion
ARTICLE

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TATE Volume 25, Number 4 ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This paper examines one important dimension of inclusive education: the development of in-service teacher education courses. Using an example from Cyprus, it discusses the issue of contextualizing teacher training courses to suit teachers' prior knowledge, attitudes and beliefs about inclusion. The paper considers some of the findings of a survey about issues relating to inclusion. The findings suggest that teachers' conceptualizations of inclusion are problematic. According to the findings, teachers tend to think on the basis of a medical and charity model and they favour special schooling for specific groups of children. The discussion considers how a training course for inclusion can be academically robust and professionally useful, while at the same time taking into consideration teachers' prior knowledge and expectations.

Citation

Symeonidou, S. & Phtiaka, H. Using teachers' prior knowledge, attitudes and beliefs to develop in-service teacher education courses for inclusion. Teaching and Teacher Education: An International Journal of Research and Studies, 25(4), 543-550. Elsevier Ltd. Retrieved August 15, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2009.02.001

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