Understanding inclusion in teacher education : a view from student teachers in England

Essex, Jane and Alexiadou, Nafsika and Zwozdiak-Myers, Paula (2019) Understanding inclusion in teacher education : a view from student teachers in England. International Journal of Inclusive Education. ISSN 1360-3116 (In Press)

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    Abstract

    The concept of inclusion has been widely accepted and integrated as a core objective for schools and teacher education programs around the world (UNESCO, 2009; EASNIE, 2018). But, despite 25 years of debates on inclusion, there are still different conceptualisations of what inclusion means (Ainscow et al. 2006) and different understandings of its objectives by schools, by researchers, and in policy (Allan, 2010; Waitoller and Artiles, 2013). As a result, there is a lack of consensus on the best ways to achieve it (Smyth et al., 2014; Sosu et al., 2010).