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    This Profile of Inclusive Teachers has been developed as one of the main outputs of the Teacher Education for Inclusion (TE4I) project conducted by the European Agency for Development in Special Needs Education. TE4I as a goal for all Initial Teacher Education (ITE) students was a key recommendation of the project synthesis report; the Profile builds on this and the other findings presented in the project synthesis report and links them to a framework of values and the areas of competence necessary for all teachers if they are to be effective in inclusive classrooms.

    The Profile presents information on what essential values and areas of competence should be developed within all ITE programmes. However, it does not attempt to describe how these areas of competence should be used within different country programmes for initial teacher education. Although some key issues relating to implementation are considered within a later section of this document, the Profile has been drafted as a tool to be examined and developed in ways that specifically fit within the different context of each individual country’s ITE system.

    The main target audiences for this document are teacher educators and decision makers – managers and policy makers for ITE – who are in a position to influence policy for teacher education for inclusion and then initiate and implement changes in practice. These stakeholders for ITE are considered to be a critical target audience, as a further assertion of the TE4I project is that teacher education is a key leverage point for the wider systemic changes needed for inclusive education generally.

    EN

    Teacher Education for Inclusion PROFILE OF INCLUSIVE TEACHERS

    TE I

    TE IEuropean Agency for Development in Special Needs Education

  • Teacher Education for Inclusion

    PROFILE OF INCLUSIVE TEACHERS

    European Agency for Development in Special Needs Education

  • Teacher Education for Inclusion 2

    The production of this document has been supported by the DG Education and Culture of the European Commission: http://ec.europa.eu/dgs/education_culture/index_en.htm

    This publication reflects the views of the authors and contributors only and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

    Edited by: Amanda Watkins, Staff Member, European Agency for Development in Special Needs Education

    The European Agency for Development in Special Needs Education (the Agency) wishes to gratefully acknowledge the contributions of all Agency Representative Board members and National Co-ordinators, as well as the specific contributions of the following people in the preparation of this document:

    - The TE4I Project Advisory Group members and the nominated country experts participating in the Teacher Education for Inclusion project. Their contact details are available at the end of this document;

    - The policy makers, practitioners, students, learners and their families who were participants in the 14 country study visits held during 2010 and 2011. Details of all country study visits are available from the TE4I project website: http://www.european- agency.org/agency-projects/Teacher-Education-for-Inclusion/country-study-visits

    Extracts from the document are permitted provided that a clear reference to the source is given. This document should be referenced as follows: European Agency for Development in Special Needs Education (2012) Profile of Inclusive Teachers, Odense, Denmark: European Agency for Development in Special Needs Education.

    The removable manuscript accompanying this document has been drafted as non- copyright material, which can be adapted, modified and re-purposed as required providing a reference to the original source is given.

    ISBN (Print): 978-87-7110-316-8 ISBN (Electronic): 978-87-7110-337-3

    © European Agency for Development in Special Needs Education 2012

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  • Profile of Inclusive Teachers 3

    CONTENTS

    FOREWORD ........................................................................................................................... 5

    EXECUTIVE SUMMARY ........................................................................................................ 6

    INTRODUCTION ..................................................................................................................... 8

    PROFILE OF INCLUSIVE TEACHERS ............................................................................... 11

    THE IMPLEMENTATION OF THE PROFILE OF INCLUSIVE TEACHERS ...................... 19

    General Principles ................................................................................................................. 19

    Use of the Profile ................................................................................................................... 19

    Factors supporting the implementation of the Profile........................................................... 20

    CONCEPTUAL BASIS FOR THE PROFILE ....................................................................... 25

    A values based approach to inclusive education ................................................................. 25

    Areas of competence as the approach taken ....................................................................... 27

    Links to European policy priorities for school and teacher education ................................. 28

    METHODOLOGY FOR DEVELOPING THE PROFILE ...................................................... 31

    FUTURE DEVELOPMENT OF THE PROFILE ................................................................... 35

    REFERENCES ...................................................................................................................... 38

    ANNEX 1 – USE OF COMPETENCES WITHIN ITE IN COUNTRIES ............................... 40

    ANNEX 2 – IMPROVING TEACHER QUALITY: THE EUROPEAN UNION POLICY AGENDA ............................................................................................................................... 42

    ANNEX 3 – PROFILE DISCUSSIONS: TEMPLATE FOR INFORMATION COLLECTION ....................................................................................................................... 44

    CONTRIBUTORS ................................................................................................................. 45

  • Profile of Inclusive Teachers 5

    FOREWORD

    The Teacher Education for Inclusion (TE4I) project has explored how all teachers are prepared via their initial teacher education to be ‘inclusive’. The three year project set out to identify the essential skills, knowledge and understanding, attitudes and values needed by everyone entering the teaching profession, regardless of the subject, specialism or age range they will teach or the type of school they will work in.

    Fifty-five country experts have been involved, from 25 countries: Austria, Belgium (both the Flemish and French speaking communities), Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Hungary, Iceland, Ireland, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Norway, Poland, Portugal, Slovenia, Spain, Sweden, Switzerland, United Kingdom (England, Northern Ireland, Scotland and Wales). The expert group has included policy makers – responsible for teacher education and inclusive education – and both general and specialist teacher educators.

    The project has been supported by a Project Advisory Group of Agency Representative Board members and National Co-ordinators, Agency staff and an external consultant, Kari Nes from Norway. An extended Project Advisory Group also met throughout the project with representatives from the European Commission Directorate-General for Education and Culture (DG-EAC), Organisation for Economic Co-operation and Development Centre for Educational Research and Innovation (OECD-CERI) and UNESCO International Bureau of Education (IBE) to ensure consistency with other European and international initiatives in this area of work.

    The TE4I project has led to a number of outputs all of which are available from the project website: http://www.european-agency.org/agency-projects/Teacher-Education-for- Inclusion

    - Policy and research literature reviews covering international policy documents and research literature since the year 2000, including research material from 18 European countries.

    - Reports on teacher education for inclusion from the participating countries. The country reports are presented in a consistent format to allow searching across countries by specific themes.

    - A synthesis report, which draws upon all sources of project information in order to present key findings and recommendations relating to teacher education across Europe.

    - A ‘matrix’ document linking evidence from the project activities directly to th