Evident Demands and Absent Changes: Special Education Teachers' Initial Training in Chile

Autor/inn/en	Palacios, Rosario; Larrazabal, Sofia; Monzalve, Manuel
Titel	Evident Demands and Absent Changes: Special Education Teachers' Initial Training in Chile
Quelle	In: British Journal of Special Education, 49 (2022) 4, S.628-647 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Palacios, Rosario)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/1467-8578.12423
Schlagwörter	Foreign Countries; Special Education Teachers; Preservice Teacher Education; Special Needs Students; Inclusion; Educational Policy; Administrator Attitudes; Teacher Attitudes; Regular and Special Education Relationship; Teacher Collaboration; Educational Change; Educational Strategies; Teacher Role; Team Teaching; Chile + Suchen Sie Ihr Suchwort? Ausland; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Sonderpädagogischer Förderbedarf; Inklusion; Politics of education; Bildungspolitik; Lehrerverhalten; Lehrerkooperation; Bildungsreform; Lehrstrategie; Lehrerrolle; Teamteaching
Abstract	This article discusses special education teachers' initial training within public policies establishing teaching students with special educational needs and disabilities in mainstream classrooms. Based on the question of how special education teachers' initial training in Chile is responding to inclusive education policy regulations, we describe and analyze discourses about training regarding special education and inclusive policies. Drawing on interviews with directors, graduates and teachers we underline significant dimensions of emergency and change in special education teaching careers regarding collaborative work within regular schools; influence of policy regulations such as School Integration Programs; strategies for diversification of teaching and evaluation; and resources or technologies for special education. Our conclusions address recommendations for teachers' training, distinctions between regular teachers and special education teachers' roles, and major attention to co-teaching strategies. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01