Do Admission Criteria for Teacher Education Institutions Matter? A Comparative Study on Beliefs of Student Teachers from Serbia and Slovenia about Inclusive Practices

Autor/inn/en	Pecek, Mojca; Macura-Milovanovic, Suncica
Titel	Do Admission Criteria for Teacher Education Institutions Matter? A Comparative Study on Beliefs of Student Teachers from Serbia and Slovenia about Inclusive Practices
Quelle	In: Teachers and Teaching: Theory and Practice, 21 (2015) 3, S.260-276 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2014.953824
Schlagwörter	Admission Criteria; Correlation; Teacher Education Programs; Student Teachers; Student Teacher Attitudes; Inclusion; Foreign Countries; Comparative Education; Cross Cultural Studies; Statistical Analysis; Questionnaires; Statistical Significance; Serbia; Slovenia + Suchen Sie Ihr Suchwort? Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Korrelation; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Inklusion; Ausland; Vergleichende Erziehungswissenschaft; Cultural comparison; Kulturvergleich; Statistische Analyse; Fragebogen; Serbien; Slowenien
Abstract	The relationship between admissions criteria, the preparation provided by teacher education programmes and student teachers' (STs) beliefs about inclusive education (IE) are rarely made explicit. The paucity of data regarding this relationship leads us to question whether teacher candidates' prior beliefs matter relative to admissions criteria or whether it can be assumed that all of the needed competencies and positive beliefs about teaching well will be acquired during the teacher education programme. To investigate these questions, this study focuses on STs enrolled in three teacher education institutions (TEIs): two in Serbia and one in Slovenia. The study indicates that STs' beliefs about IE relate more to differences in the educational systems and the influences of societies as a whole than to admissions criteria for TEIs. Implications of the study for teacher education and admissions criteria are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01