A STUDY ON THE ATTITUDE OF TEACHER EDUCATORS FOR PREPARING TEACHERS FOR INCLUSIVE EDUCATION IN WEST BENGAL.
- Assistant Professor Satyapriya Roy College of Education, AA-287, Sector-I, Salt Lake, Kolkata-700064, West Bengal, India.
- Abstract
- Keywords
- References
- Cite This Article as
- Corresponding Author
Teacher educators are entrusted with the crucial task of preparing student teachers and teachers to facilitate inclusion in their classrooms. Educating Teachers for Diversity: Meeting the Challenge (OECD, 2010) identified a set of key themes that require further attention and discussion in the domain of teacher education for diversity. Among them was the importance of educating the teacher educators themselves. Unfortunately, a lack of research on the teacher educator preparation suggest that educational systems are falling short in a critical way, especially in the area of inclusive education. All teacher educators must possess a necessary positive mindset in order to effectively develop teachers well equipped for addressing diversity and facilitating effective inclusion, and yet no substantial work has been done to find out how far teacher educators are developed to this end. Many questions go unanswered even today, like the professional development of teacher educators for preparing teachers for inclusive classrooms, and what is the role of teacher educators as both consumers and producers of knowledge on inclusive education. Despite the basic nature of these questions, research literature to date does not provide satisfactory answers. The study aims at filling these gaps in our knowledge. It has been done on 400 teacher educators of West Bengal, India.
- Buchberger, F., B.P. Campos, D. Kallos and J. Stephenson (2000), High Quality Teacher Education for High Quality Education and Training. Green Paper on Teacher Education in Europe. Umea: Thematic Network on Teacher Education in Europe. http://tntee.umu.se/publications/greenpaper/greenpaper.pdf retrieved 15/06/2010
- Cochran-Smith, M. (2003), ?Learning and Unlearning: the Education of Teacher Educators?, Teaching and Teacher Education, Vol. 19, No. 1, pp. 5-28.
- Cochran-Smith, M. (2005), ?Teacher Educators as Researchers: Multiple Perspectives?, Teaching and Teacher Education, Vol. 21, No. 2, pp. 219?225.
- Cydis, Susan (2014). Fostering Competencies in Future Teachers: A Competency-Based? Approach to Teacher Education. Creative Education, 2014, 5, 1148-1159 Published Online July 2014 in SciRes. http://www.scirp.org/journal/ce http://dx.doi.org/10.4236/ce.2014.513130.
- EFA (2004). Education for All ? the Quality Imperative. Hamburg, UNESCO Institute for Education.
- European Commission (2010), The Profession of Teacher Educator in Europe, Draft Report of a Peer Learning Activity (PLA), Reykjavik, Iceland, 21-24 June 2010.
- Forlin, C. (1997). Inclusive Education in Australia. Special Education Perspectives, 6(1), 21-26.
- Green Paper on Teacher Education in Europe (2000). High Quality Teacher Education for High Quality Education and Training by Bucherberg F., Campos B.P., Kallos D.,Stepherson J. (eds). Umea: TNTEE.
- Implementation of "Education and Training 2010" work Programme (2004). Working group A "Improving the education of teachers and trainers". Progress report. Brussels: European Commission. Diectorate-General for Education and Culture.
- Korthagan, F., J. Loughran and M. Lunenberg (2005), ?Teaching Teachers: Studies into the Expertise of Teacher Educators?, Teaching and Teacher Education, Vol. 21, No. 2, pp. 107?115.
- Malone, D. M., Gallagher, P. A., & Long, S. R. (2001). General education teachers' attitudes and perceptions of teamwork supporting children with developmental concerns. Early Education and Development, 12(4), pp.577-592.
- Merryfield, M.M. (2000), ?Why Aren't Teachers Being Prepared to Teach for Diversity, Equity, and Global Interconnectedness? A Study of Lived Experiences in the Making of Multicultural and Global Educators?, Teaching and Teacher Education, Vol. 16, No. 4, pp. 429-443.
- OECD, (2010), Educating Teachers for Diversity: Meeting the Challenge, OECD, Paris.
- Robinson, M. and W. McMillan (2006), ?Who Teaches the Teachers? Identity, Discourse and Policy in Teacher Education?, Teaching and Teacher Education, 22, No. 3, pp. 327?336.
- Smith, K. (2003, April). Teacher educators? professional knowledge; how does it differ from teachers? professional knowledge. Paper presented at the annual meeting of the American Educational Research Association conference, Chicago, IL.
- Smith, K. (2005). Teacher educators? expertise: what do novice teachers and teacher educators say? Teaching and Teacher Education, 21(2), 177-192.
- Zeichner, K. (2005), ?Becoming a Teacher Educator: A Personal Perspective?, Teaching and Teacher Education, 21, No. 2, pp. 117?124.
[Piku Chowdhury. (2017); A STUDY ON THE ATTITUDE OF TEACHER EDUCATORS FOR PREPARING TEACHERS FOR INCLUSIVE EDUCATION IN WEST BENGAL. Int. J. of Adv. Res. 5 (Aug). 2210-2216] (ISSN 2320-5407). www.journalijar.com
SATYAPRIYA ROY COLLEGE OF EDUCATION