EUROPEAN INSPIRATIONS FOR POST-GRADUATE TEACHER EDUCATION FOR INCLUSION IN GREECE
Abstract
The present paper explores the extent to and the ways in which European mandates for teacher education for inclusion can inspire post-graduate teacher education for inclusion in the context of Greek higher education. With means of a longitudinal self-study on such a course for language teachers the empowering effects of teacher education for inclusion are identified, barriers to it are looked into and suggestions for improvement, as exemplified by the Greek context, are made. The present research aims to contribute to our thinking on inclusive education in that the Profile of Inclusive Teachers, so far related mainly to initial teacher education, is related to post-graduate education and language teacher education, so far minimally explored in self-studies, is explored.
Article visualizations:
Keywords
Full Text:
PDFReferences
Bullough Jr, R. V., & Pinnegar, S., 2001. Guidelines for quality in autobiographical forms of self-study research. Educational researcher, 30(3), 13-21.
Bullough, R. V., & Pinnegar, S. E., 2007. Thinking about the thinking about self-study: An analysis of eight chapters. In International handbook of self-study of teaching and teacher education practices (pp. 313-342). Springer, Dordrecht.
Clarke, A., & Erickson, G., 2007. The nature of teaching and learning in self-study. In International handbook of self-study of teaching and teacher education practices (pp. 41-67). Springer, Dordrecht.
Coleman, E., & Leider, M., 2014. Personal and professional growth realized: A self-study of curriculum design and implementation in a secondary science classroom. Studying Teacher Education, 10(1), 53-69.
Donnelly, V., & Watkins, A., 2011. Teacher education for inclusion in Europe. Prospects, 41(3), 341-353.
European Agency for Development in Special Needs Education (EAfDiSNE), 2010. Teacher Education for Inclusion – International Literature Review, Odense, Denmark: European Agency for Development in Special Needs Education.
European Agency for Development in Special Needs Education (EAfDiSNE), 2011a. Teacher education for inclusion across Europe–Challenges and opportunities. Odense, Denmark: European Agency for Special Needs and Inclusive Education.
European Agency for Development in Special Needs Education (EAfDiSNE), 2011b. Teacher education for inclusion. Key policy messages. Odense, Denmark: European Agency for Special Needs and Inclusive Education.
European Agency for Development in Special Needs Education (EAfDiSNE), 2012. Profile of Inclusive Teachers. Odense, Denmark: European Agency for Special Needs and Inclusive Education. https://www.european-agency.org/projects/te4i/profile-inclusive-teachers.
European Agency for Special Needs and Inclusive Education (EAfSNEaIE), 2014a. Five key messages for inclusive education. Putting theory into practice. Odense, Denmark: European Agency for Special Needs and Inclusive Education.
European Agency for Special Needs and Inclusive Education (EAfSNEaIE), 2014b. Inclusive Education in Europe: Putting theory into practice. International Conference, 18 November 2013. Reflections from researchers. Odense, Denmark: European Agency for Special Needs and Inclusive Education.
European Agency for Special Needs and Inclusive Education (EAfSNEaIE), 2015a. Empowering Teachers to Promote Inclusive Education. Literature Review. Odense, Denmark: European Agency for Special Needs and Inclusive Education.
European Agency for Special Needs and Inclusive Education (EAfSNEaIE), 2015b. Empowering Teachers to Promote Inclusive Education. A case study of approaches to training and support for inclusive teacher practice. Odense, Denmark: European Agency for Special Needs and Inclusive Education.
European Agency for Special Needs and Inclusive Education (EAfSNEaIE), 2016. Raising the Achievement of All Learners in Inclusive Education–Literature Review. Odense, Denmark: European Agency for Special Needs and Inclusive Education
European Agency for Special Needs and Inclusive Education (EAfSNaIE), 2018. Country Policy Review and Analysis: Greece. Odense, Denmark: European Agency for Special Needs and Inclusive Education.
European Agency for Special Needs and Inclusive Education (EAfSNaIE), 2019. Raising the Achievement of All Learners in Inclusive Education: Follow-up Study. (D. Watt, V. J. Donnelly and A. Kefallinou, eds.). Odense, Denmark: European Agency for Special Needs and Inclusive Education.
Grant, M. R., & Butler, B. M., 2018. Why Self-Study? An Exploration of Personal, Professional, and Programmatic Influences in the Use of Self-Study Research. Studying Teacher Education, 14(3), 320-330.
Han, S., 2016. Teaching diversity: A reflexive learning opportunity for a teacher educator. Teaching Education, 27(4), 410-426.
incluD-eD Consortium, 2012. Final INCLUD-ED Report. Strategies for inclusion and social cohesion in Europe from education. CIT4-CT-2006-028603.
Joint Report of the Council and the Commission on the implementation of the strategic framework for European cooperation in education and training (ET 2020) — New priorities for European cooperation in education and training, 2015. Official Journal of the European Union C 417, 25-35.
LaBoskey, V. K., 2007a. The methodology of self-study and its theoretical underpinnings. In International handbook of self-study of teaching and teacher education practices (pp. 817-869). Springer, Dordrecht.
LaBoskey, V. K., 2007b. Afterword moving the methodology of self-study research and practice forward: Challenges and opportunities. In International handbook of self-study of teaching and teacher education practices (pp. 1169-1184). Springer, Dordrecht.
Lighthall, F. F., 2007. Fundamental features and approaches of the s-step enterprise. In International handbook of self-study of teaching and teacher education practices (pp. 193-245). Springer, Dordrecht.
Loughran, J., 2014. Professionally developing as a teacher educator. Journal of teacher education, 65(4), 271-283.
Loughran, J., 2018. Learning About Self-Study of Teacher Education Practices. In Teaching, Learning, and Enacting of Self-Study Methodology (pp. 1-7). Springer, Singapore.
Organisation for Economic Co-operation and Development, Santiago, P., & Source OECD, 2005. Teachers matter: Attracting, developing and retaining effective teachers. Organisation for Economic Co-operation and Development.
Óskarsdóttir, E., Guðjónsdóttir, H., & Tidwell, D., 2019. Breaking Free from the Needs Paradigm: A Collaborative Analysis of Inclusion. Studying Teacher Education, 15(1), 44-55.
Peercy, M. M., & Sharkey, J., 2018. Missing a S-STEP? How self-study of teacher education practice can support the language teacher education knowledge base. Language Teaching Research, 1362168818777526.
Phillips, D. K., & Carr, K., 2014. Becoming a teacher through action research: Process, context, and self-study. Routledge
Pithouse-Morgan, K., & Samaras, A. P. (Eds.), 2015. Polyvocal professional learning through self-study research. Springer.
Symeonidou, S., 2017. Initial teacher education for inclusion: a review of the literature. Disability & society, 32(3), 401-422.
UNESCO, 2017. Education 2030: Incheon Declaration: Towards Inclusive and Equitable Quality Education and Lifelong Learning for All. UNESCO Institute for Longlife Learning.
UNESCO, IBE, 2008. Inclusive education: The way of the future. In Conclusions and recommendations of the 48th session of the International Conference on Education (ICE), (25-28). Geneva.
Vanassche, E., & Kelchtermans, G., 2016. Facilitating self-study of teacher education practices: Toward a pedagogy of teacher educator professional development. Professional development in education, 42(1), 100-122.
DOI: http://dx.doi.org/10.46827/ejes.v7i8.3180
Refbacks
- There are currently no refbacks.
Copyright (c) 2020 Charis-Olga Papadopoulou
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.
This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
