Preparing to teach in inclusive classrooms

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

Abstract

This article presents a critical analysis of inclusive teacher education. The article argues that while teacher education programs have changed dramatically over the last few decades, there are still areas where more progress could be made. It also argues for a need to re-conceptualize the way we prepare teachers so that they can confidently include all learners. It presents a framework, largely influenced by the work of Shulman, which could be applied for the preparation of pre-service teachers to teach in inclusive classrooms.
Original languageEnglish
Title of host publicationOxford Research Encyclopedia of Education
EditorsGeorge W. Noblit
Place of PublicationOxford UK
PublisherOxford University Press
Pages1-22
Number of pages22
ISBN (Electronic)9780190264093
DOIs
Publication statusPublished - May 2018

Cite this

Sharma, U. (2018). Preparing to teach in inclusive classrooms. In G. W. Noblit (Ed.), Oxford Research Encyclopedia of Education (pp. 1-22). Oxford UK: Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.113
Sharma, Umesh. / Preparing to teach in inclusive classrooms. Oxford Research Encyclopedia of Education. editor / George W. Noblit. Oxford UK : Oxford University Press, 2018. pp. 1-22
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Sharma, U 2018, Preparing to teach in inclusive classrooms. in GW Noblit (ed.), Oxford Research Encyclopedia of Education. Oxford University Press, Oxford UK, pp. 1-22. https://doi.org/10.1093/acrefore/9780190264093.013.113

Preparing to teach in inclusive classrooms. / Sharma, Umesh.

Oxford Research Encyclopedia of Education. ed. / George W. Noblit. Oxford UK : Oxford University Press, 2018. p. 1-22.

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

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Sharma U. Preparing to teach in inclusive classrooms. In Noblit GW, editor, Oxford Research Encyclopedia of Education. Oxford UK: Oxford University Press. 2018. p. 1-22 https://doi.org/10.1093/acrefore/9780190264093.013.113