Empowering Teachers to Promote Inclusive Education
In 2015, the Agency worked on behalf of the United Nations Educational, Scientific and Cultural Organization (UNESCO) to provide a suite of materials on empowering teachers. The results of this work have been summarised in three documents: a literature review, a case study and a methodology overview...
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ftzenodo:oai:zenodo.org:5562033 2024-09-15T18:14:07+00:00 Empowering Teachers to Promote Inclusive Education European Agency for Special Needs and Inclusive Education Verity Donnelly 2015-01-01 https://doi.org/10.5281/zenodo.5562033 eng eng Zenodo https://zenodo.org/communities/EASNIE https://doi.org/10.5281/zenodo.5562032 https://doi.org/10.5281/zenodo.5562033 oai:zenodo.org:5562033 info:eu-repo/semantics/openAccess Creative Commons Attribution 4.0 International https://creativecommons.org/licenses/by/4.0/legalcode classroom practice teacher education info:eu-repo/semantics/report 2015 ftzenodo https://doi.org/10.5281/zenodo.556203310.5281/zenodo.5562032 2024-07-25T21:00:15Z In 2015, the Agency worked on behalf of the United Nations Educational, Scientific and Cultural Organization (UNESCO) to provide a suite of materials on empowering teachers. The results of this work have been summarised in three documents: a literature review, a case study and a methodology overview. The case study looks at practice examples from 13 Agency member countries: Austria, Belgium (Flemish community), Cyprus, Finland, Germany, Iceland, Ireland, Latvia, Norway, Portugal, Sweden, United Kingdom (England) and United Kingdom (Scotland), with additional country/policy information from France, Malta, United Kingdom (Northern Ireland) and United Kingdom (Wales). The study considers implications for wider policy development, teacher education and professional development and the development of teacher educators. The methodology outlines the conceptual framework for this work, as well as the purpose of and the relationship between the case study documents. Download the case study and the methodology overview in English below. The literature review is available here . This publication has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Report Iceland Zenodo |
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classroom practice teacher education |
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classroom practice teacher education European Agency for Special Needs and Inclusive Education Empowering Teachers to Promote Inclusive Education |
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classroom practice teacher education |
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In 2015, the Agency worked on behalf of the United Nations Educational, Scientific and Cultural Organization (UNESCO) to provide a suite of materials on empowering teachers. The results of this work have been summarised in three documents: a literature review, a case study and a methodology overview. The case study looks at practice examples from 13 Agency member countries: Austria, Belgium (Flemish community), Cyprus, Finland, Germany, Iceland, Ireland, Latvia, Norway, Portugal, Sweden, United Kingdom (England) and United Kingdom (Scotland), with additional country/policy information from France, Malta, United Kingdom (Northern Ireland) and United Kingdom (Wales). The study considers implications for wider policy development, teacher education and professional development and the development of teacher educators. The methodology outlines the conceptual framework for this work, as well as the purpose of and the relationship between the case study documents. Download the case study and the methodology overview in English below. The literature review is available here . This publication has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. |
author2 |
Verity Donnelly |
format |
Report |
author |
European Agency for Special Needs and Inclusive Education |
author_facet |
European Agency for Special Needs and Inclusive Education |
author_sort |
European Agency for Special Needs and Inclusive Education |
title |
Empowering Teachers to Promote Inclusive Education |
title_short |
Empowering Teachers to Promote Inclusive Education |
title_full |
Empowering Teachers to Promote Inclusive Education |
title_fullStr |
Empowering Teachers to Promote Inclusive Education |
title_full_unstemmed |
Empowering Teachers to Promote Inclusive Education |
title_sort |
empowering teachers to promote inclusive education |
publisher |
Zenodo |
publishDate |
2015 |
url |
https://doi.org/10.5281/zenodo.5562033 |
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Iceland |
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Iceland |
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https://zenodo.org/communities/EASNIE https://doi.org/10.5281/zenodo.5562032 https://doi.org/10.5281/zenodo.5562033 oai:zenodo.org:5562033 |
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info:eu-repo/semantics/openAccess Creative Commons Attribution 4.0 International https://creativecommons.org/licenses/by/4.0/legalcode |
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https://doi.org/10.5281/zenodo.556203310.5281/zenodo.5562032 |
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1810451898820460544 |