Ulster University Logo

Can a competence or standards model facilitate an inclusive approach to teacher education?

Moran, Anne (2009) Can a competence or standards model facilitate an inclusive approach to teacher education? International Journal of Inclusive Education, 13 (1). pp. 45-61. [Journal article]

[img] Microsoft Word - Published Version
102kB

URL: http://dx.doi.org/10.1080/13603110701273675

DOI: 10:1080/13603110701273675

Abstract

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.

Item Type:Journal article
Faculties and Schools:Faculty of Social Sciences > School of Education
Faculty of Social Sciences
Research Institutes and Groups:Institute for Research in Social Sciences > Education
Institute for Research in Social Sciences
ID Code:12091
Deposited By: Professor Anne Moran
Deposited On:10 Aug 2010 13:48
Last Modified:20 Mar 2012 14:58

Repository Staff Only: item control page