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dc.contributor.authorWatkins, A.en
dc.contributor.authorDe Vroey, A.en
dc.contributor.authorSymeonidou, Simonien
dc.creatorWatkins, A.en
dc.creatorDe Vroey, A.en
dc.creatorSymeonidou, Simonien
dc.date.accessioned2017-07-27T10:43:13Z
dc.date.available2017-07-27T10:43:13Z
dc.date.issued2016
dc.identifier.urihttps://gnosis.library.ucy.ac.cy/handle/7/38655
dc.description.abstractThis chapter aims to identify and explore those critical factors in relation to teacher education and development that may hinder or support the wider implementation of policy for inclusive education in practice. The chapter considers key issues related to initial teacher education (ITE) and in-service teacher education and continuing professional development (CPD) that appear to be relevant albeit in differing degrees across most European countries. The chapter builds on initial work completed in the European Agency project on Teacher Education for Inclusion (TE4I). The project concluded that the role of core values for inclusion (particularly in ITE) can be a critical factor in ensuring more inclusive education systems overall (European Agency, 2011, 2012).en
dc.sourceInternational Perspectives on Inclusive Educationen
dc.source.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-84981525036&doi=10.1108%2fS1479-363620160000008005&partnerID=40&md5=ed652ce4562984b1c5b6d21c00bff714
dc.titleEducating all teachers for inclusionen
dc.typeinfo:eu-repo/semantics/article
dc.identifier.doi10.1108/S1479-363620160000008005
dc.description.volume8
dc.description.startingpage63
dc.description.endingpage87
dc.author.facultyΣχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and Education
dc.author.departmentΤμήμα Επιστημών της Αγωγής / Department of Education
dc.type.uhtypeArticleen
dc.source.abbreviationInt. Perspect. Incl. Educ.
dc.source.otherScopus
dc.contributor.orcidSymeonidou, Simoni [0000-0002-8416-4621]


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