Comparative Analysis of Special Education Teacher Training in France and Norway: How effective, areas taught and recommendation for improvement.

dc.creator	Pei Wen Chong
dc.date	2010-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:09:36Z
dc.date.available	2015-07-20T22:09:36Z
dc.identifier	1989-9572
dc.identifier	https://doaj.org/article/e9814f6e6d304fabaff534989191fe37
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/12951
dc.description	This study aims to understand the quality and areas of training in the existing special education teacher education programme in France and Norway by examining how special education teachers are prepared in carrying out four components of administrative, teaching, student evaluation and inclusive tasks in everyday classroom. The theoretical framework used in this research is international comparative analysis via questionnaire, institutional analysis (training programme), discourse analysis(interview) and classroom observation based on Crossley and Vulliamy's ʻcase for the caseʼ(1984) method. The efficiency of the training programme is evaluated by (i) studying satisfaction of the teachers after training, whether knowledge and hands-on teaching tasks provided were successful to prepare them for real classroom teaching to children with special needs, (ii) relevant views of teachers about the training programme and (iii) observation of teachers teaching as per the training model. Subjects in this study include special education student teachers, teacher trainers, primary and secondary school teachers and academic psychologist.
dc.language	Spanish
dc.language	English
dc.language	Portuguese
dc.language	French
dc.publisher	Universidad de Granada
dc.relation	http://www.ugr.es/~jett/pdf/0jettabstractcpeiwn.pdf
dc.relation	https://doaj.org/toc/1989-9572
dc.rights	CC BY-NC-ND
dc.source	Journal for Educators, Teachers and Trainers, Vol 1, Pp 87-95 (2010)
dc.subject	Special education
dc.subject	inclusive education
dc.subject	teacher education
dc.subject	teaching methods
dc.subject	educational assessment
dc.subject	educational administration
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Comparative Analysis of Special Education Teacher Training in France and Norway: How effective, areas taught and recommendation for improvement.
dc.type	article