Literaturnachweis - Detailanzeige
| Autor/inn/en | Bradford, Brent; Trudel, Lesley Eblie; Katz, Jennifer; Sokal, Laura; Loreman, Tim |
|---|---|
| Titel | Promising Practices for Preparing Canadian Teachers for Inclusive Classrooms: Analysis through a Transformative Learning Lens |
| Quelle | In: International Journal of Inclusive Education, 27 (2023) 11, S.1191-1206 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Trudel, Lesley Eblie) ORCID (Loreman, Tim) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1360-3116 |
| DOI | 10.1080/13603116.2021.1882058 |
| Schlagwörter | Foreign Countries; Teacher Education; Teaching Methods; Inclusion; Transformative Learning; Access to Education; Social Emotional Learning; Physical Education; Canada |
| Abstract | Teacher preparation in Canada benefits from innovative programming that supports vibrant, inclusive classrooms. We examine two Canadian-made programmes: The Three-Block Model of Universal Design for Learning, with particular focus on the social emotional learning block, and the Teaching Continuum, a model for inclusive physical education settings. We use the 3H Model of inclusive teacher education to analyze the fit of these two approaches to pre-service teacher inclusive education preparation and suggest ways they can become more entrenched within Canadian schools. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
