Reflections on enhancing pre-service teacher education programmes to support inclusion: perspectives from New Zealand and Australia-Reference-Cited by-同舟云学术

Reflections on enhancing pre-service teacher education programmes to support inclusion: perspectives from New Zealand and Australia

Published:2013-05 Issue:2 Volume:28 Page:217-233
ISSN:0885-6257
Container-title:European Journal of Special Needs Education
language:en
Short-container-title:European Journal of Special Needs Education

Author:

Arthur-Kelly Michael,Sutherland Dean,Lyons Gordon,Macfarlane Sonja,Foreman Phil

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Health Professions (miscellaneous),Education

Link

http://www.tandfonline.com/doi/pdf/10.1080/08856257.2013.778113

Reference58 articles.

1. Teaching to student diversity in higher education: how Multiple Intelligence Theory can help

2. Baxter, A., G. Hoban, and B. Ferry. 2004. ‘‘Rhetoric vs. Reality for Beginning Teacher Competencies: Who Says What Beginning Teachers Need to Know?” In Proceedings of the 2004 Australian Teacher Education Association (Making Spaces: Regenerating the Profession) Conference, 7–10 July, Charles Sturt University, Bathurst, Australia.

Cited by 29 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. ‘It’s an impossible job’: pre-service primary teachers’ beliefs and attitudes towards differentiation within Scottish ITE;Education 3-13;2024-03-20

2. Capturing epistemic reflexivity for teacher educators teaching about/to/for diversity in teacher education;Heliyon;2023-02

3. Pre-service Teacher Education Policy Development in Australia;Pre-service Teacher Education Policy Development;2023

4. Building inclusive preschool classrooms: How desirable and feasible is a set of strategies that facilitate teacher-child relationships?;Frontiers in Education;2022-08-12

5. “It isn't you”: Teachers’ beliefs about inclusive education and their responses toward specific learning disabilities;Psychology in the Schools;2022-01-07