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Vanja Ivosevic Centre for Education Policy Becici, 24 April 2010

Mapping policies and practices for the preparation of teachers for inclusive education in contexts of social and cultural diversity. Vanja Ivosevic Centre for Education Policy Becici, 24 April 2010. Objectives:.

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Vanja Ivosevic Centre for Education Policy Becici, 24 April 2010

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  1. Mapping policies and practices for the preparation of teachers for inclusive education in contexts of social and cultural diversity Vanja Ivosevic Centre for Education Policy Becici, 24 April 2010

  2. Objectives: • to analyse policies and practices regarding teachers’ pre-service training and in-service professional development schemes at the country level, and • to identify issues, challenges and good practice in the 7 participating countries with regard to the skills and competences required for inclusive education practices by teachers from primary and secondary education.

  3. Key concepts • Inclusive education: Inclusive education in this study is understood broadly as a process by which a school attempts to respond to all pupils as individuals by reconsidering and restructuring its curricular organisation and provision and allocating resources to enhance equality of opportunity. • Competences: as an integrated set of knowledge, skills, and dispositions.

  4. Preliminary findings • Policies, strategies and legal acts aim at achieving an inclusive education system • However, often, inclusive education is viewed in narrow terms: inclusion of one or few targeted groups rather than as a broad concept

  5. Pre-service teacher education • Preparation of teachers in VET sector is often lacking in formal pre-service education • Inclusive education – additional subjects to the existing programmes of teacher education • Lack of practice and contact with pupils, as well as vulnarable groups, parents • Who are the teachers?

  6. In-service teacher education • Often teachers opt for subject oriented training • Inclusion oriented training aimed at specific groups • Differences in how the in-services training is adressed within the system of teachers career and progression • Filling in the gaps or enhancing competences?

  7. Further steps • 7 country reports to be published on ETF website (English and language of the country) • Synthesis report in writing; expected by end of summer

  8. Thank you! www.cep.edu.rs vivosevic@cep.edu.rs

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