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International Journal of Inclusive Education Volume 25, 2021 - Issue 9
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Articles

Exploring student teachers’ professional vision of inclusive classrooms in primary education

Karolien Keppensa Department of Educational Studies, Ghent University, Ghent, BelgiumCorrespondence[email protected]
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,
Els Consuegrab Department of Teacher Education, Vrije Universiteit, Brussel, BelgiumView further author information
&
Ruben Vanderlindea Department of Educational Studies, Ghent University, Ghent, BelgiumView further author information
Pages 1091-1107 | Received 25 Jan 2019, Accepted 16 Mar 2019, Published online: 28 Mar 2019

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Miroslav Bielik, Lenka Ďulíková, Olha Rotko & Nataliia Voronska. (2022) Pre-Service Primary School Teacher University Training for Inclusive Education in the Czech Republic and Ukraine: An Exploratory Study. European Education 54:3-4, pages 83-101.
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Iris Roose, Wendelien Vantieghem, Ruben Vanderlinde & Piet Van Avermaet. (2022) Professional vision as a mediator for inclusive education? Unravelling the interplay between teachers’ beliefs, professional vision and reported practice of differentiated instruction. Educational Review 0:0, pages 1-23.
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Hakan Dursun, Ellen Claes & Orhan Agirdag. (2021) Diversity pedagogical content knowledge: a new conceptual framework and assessment across different teacher education programmes. Multicultural Education Review 13:4, pages 303-322.
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Karolien Keppens, Els Consuegra, Sven De Maeyer & Ruben Vanderlinde. (2021) Teacher beliefs, self-efficacy and professional vision: disentangling their relationship in the context of inclusive teaching. Journal of Curriculum Studies 53:3, pages 314-332.
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Articles from other publishers (1)

Merve ÇETİN & Hasan Hüseyin ŞAHAN. (2020) Öğretmen Adaylarının Kaynaştırma Eğitimi Uygulamalarına Yönelik Yeterlik Düzeyleri ve Görüşlerinin Belirlenmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi 14:2, pages 988-1039.
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