The Rationale for a Wider Concept of Inclusive Education for Teacher Education: A Case Study of Serbia

Autor/inn/en	Macura-Milovanovic, Suncica; Pantic, Natasa; Closs, Alison
Titel	The Rationale for a Wider Concept of Inclusive Education for Teacher Education: A Case Study of Serbia
Quelle	In: Prospects: Quarterly Review of Comparative Education, 42 (2012) 1, S.19-39 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-1538
DOI	10.1007/s11125-012-9219-9
Schlagwörter	Foreign Countries; Teacher Education; Inclusion; Educational Development; Case Studies; Serbia + Suchen Sie Ihr Suchwort? Ausland; Lehrerausbildung; Lehrerbildung; Inklusion; Bildungsentwicklung; Case study; Fallstudie; Case Study; Serbien
Abstract	Teacher education for inclusive education (IE) is recognized as vital for improving quality and equity in education globally. In the Western Balkan countries it is also part of the transition process towards joining the European Union and has attracted international funding for IE-related projects. A key finding from research funded by the European Training Foundation, carried out by the authors as members of a seven-country research team in 2009-2010, was that the prevailing local understanding of IE was very narrow. In this article we hypothesize the reasons for this finding. We use a case study of school and teacher education systems in Serbia to explore how this understanding has constrained the development of IE and associated teacher education and limited the efficacy of some recent internationally supported developments. We identify both challenges and possible ways forward for teacher education for IE based on promoting a concept of IE that is both collaboratively agreed and comprehensive. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10