Towards teacher professionalization for inclusive education: Reflections from the perspective of a socio-cultural approach

Authors

  • Francesco Arcidiacono
  • Aleksandar Baucal

DOI:

https://doi.org/10.12697/eha.2020.8.1.02a

Keywords:

inclusive education, socio-cultural approach, teacher professionalization, teacher education, special needs education

Abstract

Selles artiklis keskendume õpetajaharidusele ja õpetaja professionaliseerumisele, käsitledes neid teemasid sotsiaal-kultuurilisest vaatenurgast. Soovime paremini mõista mõningaid vastuolusid ja probleeme, mis tekkivad kaasava hariduse rakendamisel, ja seostada need teemad õpetajakoolituse ja professionaliseerumisega. Esiteks anname ülevaate sotsiaal-kultuurilise käsitluse lähtealustest, mis loovad teoreetilise raamistiku õpetajakoolitusele, õpetajate professionaliseerumisele ja kaasava hariduse rakendamisele. Seejärel tutvustame mõningaid rahvusvahelisi põhimõtteid ja väärtusi, mis moodustavad kaasava hariduse normatiivse raamistiku. Sellele raamistikule toetuvad oskused ja praktikad, millega tagatakse kõikidele lastele sobivad õppimis- ja arenguvõimalused. Viimases osas tutvustame õpetajakoolituse erimudelit, et näidata, milliseid võimalusi pakub sotsiaal-kultuuriline käsitlus kaasava ja erivajadustega laste hariduse staatuse ja rolli tugevdamiseks.

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Published

2020-05-01

How to Cite

Arcidiacono, F., & Baucal, A. (2020). Towards teacher professionalization for inclusive education: Reflections from the perspective of a socio-cultural approach. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 8(1), 5–25. https://doi.org/10.12697/eha.2020.8.1.02a

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Articles