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

Anne Moran

    Research output: Contribution to journal › Article

    10 Citations (Scopus)

    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.
    LanguageEnglish
    Pages45-61
    JournalInternational Journal of Inclusive Education
    Volume13
    Issue number1
    DOIs
    Publication statusE-pub ahead of print - Feb 2009

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    teacher
    Values
    education
    teacher attitude
    tutor
    Teacher Education
    Standard Model
    Initial Teacher Education
    Tutor
    Government
    Education Program

    Cite this

    Moran, Anne. / Can a competence or standards model facilitate an inclusive approach to teacher education?. In: International Journal of Inclusive Education. 2009 ; Vol. 13, No. 1. pp. 45-61.
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    Moran, A 2009, 'Can a competence or standards model facilitate an inclusive approach to teacher education?', International Journal of Inclusive Education, vol. 13, no. 1, pp. 45-61. https://doi.org/10.1080/13603110701273675

    Can a competence or standards model facilitate an inclusive approach to teacher education? / Moran, Anne.

    In: International Journal of Inclusive Education, Vol. 13, No. 1, 02.2009, p. 45-61.

    Research output: Contribution to journal › Article

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    AB - 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.

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    Moran A. Can a competence or standards model facilitate an inclusive approach to teacher education? International Journal of Inclusive Education. 2009 Feb;13(1):45-61. https://doi.org/10.1080/13603110701273675

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