Please use this identifier to cite or link to this item: http://buratest.brunel.ac.uk/handle/2438/11919
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dc.contributor.authorEssex, J-
dc.contributor.authorAlexiadou, N-
dc.date.accessioned2015-10-13T16:05:32Z-
dc.date.accessioned2016-01-26T10:43:05Z-
dc.date.available2015-04-23-
dc.date.available2016-01-26T10:43:05Z-
dc.date.issued2015-
dc.identifier.citationEuropean Journal of Teacher Education, 2015en_US
dc.identifier.urihttp://bura.brunel.ac.uk/handle/2438/11919-
dc.description.abstractThis article draws on research on the way in one teacher education in England and examines the ways in which the programme prepares student-teachers for inclusive practice in science teaching. We frame our analysis by drawing on aspects of institutional mediation of official policy in teacher education programmes, we need pedagogies of praxis that move beyond (and sometimes against) the official policy definitions of inclusion, and draw instead on a more critical approach to the formation of future professionals.en_US
dc.description.urihttp://www.tandfonline.com/doi/full/10.1080/02619768.2015.1031338-
dc.description.urihttp://www.tandfonline.com/doi/full/10.1080/02619768.2015.1031338-
dc.formatOn-line-
dc.formatOn-line-
dc.formatOn-line-
dc.languageEnglish-
dc.language.isoenen_US
dc.relation.urihttp://www.tandfonline.com/doi/full/10.1080/02619768.2015.1031338-
dc.subjectInclusive practiceen_US
dc.subjectInitial teacher educationen_US
dc.subjectEducation policyen_US
dc.subjectEnglanden_US
dc.titleTeacher education for inclusive practice – Responding to policyen_US
dc.typeArticleen_US
dc.identifier.doihttp://dx.doi.org/10.1080/02619768.2/20151031338-
dc.relation.isPartOfEuropean Journal of Teacher Education-
pubs.publication-statusAccepted-
pubs.publication-statusAccepted-
pubs.publication-statusPublished-
pubs.publication-statusPublished-
pubs.publication-statusPublished-
Appears in Collections:Dept of Education Research Papers

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