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
JF - International Journal of Inclusive Education
SN - 1360-3116
IS - 1
ER -