Reference : Instilling teacher agency in professional development: an international outlook. Enab...
Scientific congresses, symposiums and conference proceedings : Paper published in a book
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
http://hdl.handle.net/10993/36198
Instilling teacher agency in professional development: an international outlook. Enabling teachers in Luxembourg to implement inclusive practice
English
Pit-Ten Cate, Ineke mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Jul-2018
Lo sviluppo professionale dei docenti. Ragionare di agentività per una scuola inclusiva
[en] The professional development of teachers. Reflections on agency for an inclusive school
Sibilio, Maurizio
Aiello, Paola
EdiSES
327-332
Yes
Yes
International
9788893621946
Napoli
Italy
Teacher Agency for Inclusive Education: An Interdisciplinary Perspective
6-7 July, 2017
Maurizio Sibilio & Paola Aiello
Salerno
Italy
[en] inclusive education ; teachers´attitudes ; teachers´competence
[en] Teachers’ attitudes may be pivotal for the success of inclusive education. Attitudes can elicit positive or negative expectations and judgments, which in turn can enhance or limit the successful inclusion of students with special educational needs (SEN) in regular classrooms. Over the last decades, Luxembourg has invested significant effort in providing training to teachers and other professionals to improve educational services for students with SEN. The recent School Law (Summer 2017) stipulates how the inclusion of students with SEN can be facilitated. Although these changes all aim to facilitate the successful implementation of inclusive educational practice, it will be important to continue to investigate and interpret teachers’ attitudes and perceived competence and efficacy in the context of the educational system.
Researchers ; Professionals
http://hdl.handle.net/10993/36198
FnR ; FNR7964914 > Ineke Pit-Ten Cate > INCLUS > Inclusive education: The effect of teacher characteristics and school support on inclusive practice > 01/05/2015 > 30/04/2018 > 2014

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