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

Anne Moran

    Research output: Contribution to journal › Article

    9 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

    Fingerprint

    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.
    @article{d9539b3b199c4048a1ed59ee2d02fc04,
    title = "Can a competence or standards model facilitate an inclusive approach to teacher education?",
    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.",
    author = "Anne Moran",
    note = "This is a pre-print of an article whose final and definitive form has been published in the International Journal of Inclusive Education 2009 Copyright Taylor & Francis International Journal of Inclusive Education is available online at http://www.informaworld.com http://www.infomaworld.com/openurl?genre=article&issn=1360{\%}2d3116&volume=13&issue=1&spage=45",
    year = "2009",
    month = "2",
    doi = "10.1080/13603110701273675",
    language = "English",
    volume = "13",
    pages = "45--61",
    journal = "International Journal of Inclusive Education",
    issn = "1360-3116",
    number = "1",

    }

    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

    TY - JOUR

    T1 - Can a competence or standards model facilitate an inclusive approach to teacher education?

    AU - Moran, Anne

    N1 - This is a pre-print of an article whose final and definitive form has been published in the International Journal of Inclusive Education 2009 Copyright Taylor & Francis International Journal of Inclusive Education is available online at http://www.informaworld.com http://www.infomaworld.com/openurl?genre=article&issn=1360%2d3116&volume=13&issue=1&spage=45

    PY - 2009/2

    Y1 - 2009/2

    N2 - 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.

    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.

    U2 - 10.1080/13603110701273675

    DO - 10.1080/13603110701273675

    M3 - Article

    VL - 13

    SP - 45

    EP - 61

    JO - International Journal of Inclusive Education

    T2 - International Journal of Inclusive Education

    JF - International Journal of Inclusive Education

    SN - 1360-3116

    IS - 1

    ER -

    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

    Access to Document