LEADER 03735oam 2200685I 450 001 9910462301603321 005 20200520144314.0 010 $a1-280-68264-7 010 $a9786613659583 010 $a1-136-28734-5 010 $a0-203-11358-6 024 7 $a10.4324/9780203113585 035 $a(CKB)2670000000203392 035 $a(StDuBDS)AH23060015 035 $a(SSID)ssj0000695565 035 $a(PQKBManifestationID)12329001 035 $a(PQKBTitleCode)TC0000695565 035 $a(PQKBWorkID)10675815 035 $a(PQKB)10422091 035 $a(SSID)ssj0000689358 035 $a(PQKBManifestationID)12266311 035 $a(PQKBTitleCode)TC0000689358 035 $a(PQKBWorkID)10614787 035 $a(PQKB)10485529 035 $a(MiAaPQ)EBC982040 035 $a(Au-PeEL)EBL982040 035 $a(CaPaEBR)ebr10568504 035 $a(CaONFJC)MIL365958 035 $a(OCoLC)804662506 035 $a(OCoLC)796803860 035 $a(EXLCZ)992670000000203392 100 $a20180706d2012 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aFuture directions for inclusive teacher education $ean international perspective /$fedited by Chris Forlin 210 1$aAbingdon, Oxon :$cRoutledge,$d2012. 215 $a1 online resource (256 p. ) $cill 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a0-415-51899-7 311 $a0-415-51900-4 320 $aIncludes bibliographical references and index. 327 $apt. 1. Global perspectives on teacher education for inclusion -- pt. 2. Diversity and its challenges -- pt. 3. Future directions. 330 $a"Are teachers ready for inclusion? What is appropriate teacher education? Traditional approaches to inclusive education focused on learners with disabilities. Modern approaches, however, conceptualise inclusion in terms of providing educational equity and equality of access for all students within the same regular school system. Future Directions for Inclusive Teacher Education provides a wealth of ideas about how to support teachers to become inclusive through applying positive training approaches. Written by some of the most influential internationally acknowledged experts in teacher education for inclusion and highly experienced researchers, together the authors provide a plethora of ideas for teacher educators to ensure that their training is pertinent, accessible, and futures-orientated. This up to date and accessible book combines three key areas related to teacher education for inclusion, which provide: A review of what is happening across the globe by offering examples from different regions; Preparation for teachers to support learners with a range of diverse needs including disability, poverty, ethnicity, gender, cultural diversity, learning disabilities, Autism Spectrum Disorder, sensory impairments and those who are considered gifted and talented; A consideration of systemic approaches, policy, and partnerships, and how these can be better employed in the future. This highly topical text will support all teaching professionals, educational systems, and schools in their transformation of inclusive teacher education"-- Provided by publisher. 606 $aTeachers$xTraining of 606 $aInclusive education 608 $aElectronic books. 615 0$aTeachers$xTraining of. 615 0$aInclusive education. 676 $a370.71/1 701 $aForlin$b Chris$0848667 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910462301603321 996 $aFuture directions for inclusive teacher education$91979345 997 $aUNINA LEADER 04422nam 22006974a 450 001 9910780151403321 005 20230607213732.0 010 $a1-280-82810-2 010 $a9786610828104 010 $a9781853596113 010 $a1-85359-611-6 024 7 $a10.21832/9781853596117 035 $a(CKB)111056487001912 035 $a(OCoLC)51908488 035 $a(CaPaEBR)ebrary10022460 035 $a(SSID)ssj0000132577 035 $a(PQKBManifestationID)11136158 035 $a(PQKBTitleCode)TC0000132577 035 $a(PQKBWorkID)10040260 035 $a(PQKB)10179704 035 $a(MiAaPQ)EBC3007706 035 $a(DE-B1597)513522 035 $a(OCoLC)1078912301 035 $a(DE-B1597)9781853596117 035 $a(Au-PeEL)EBL3007706 035 $a(CaPaEBR)ebr10022460 035 $a(CaONFJC)MIL82810 035 $a(OCoLC)923618846 035 $a(EXLCZ)99111056487001912 100 $a20020614d2002 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aCritical citizens for an intercultural world$b[electronic resource] $eforeign language education as cultural politics /$fManuela Guilherme 210 $aClevedon ;$aBuffalo [N.Y.] $cMultilingual Matters$dc2002 215 $a1 online resource (310 p.) 225 1 $aLanguages for intercultural communication and education ;$v3 300 $aBibliographic Level Mode of Issuance: Monograph 311 0 $a1-85359-609-4 311 0 $a1-85359-610-8 320 $aIncludes bibliographical references (p. 227-252) and index. 327 $tFront matter --$tContents --$tSeries Editors? Preface --$tPreface --$tAcknowledgements --$tIntroduction --$tChapter 1. Critical Pedagogy as Cultural Politics --$tChapter 2. Philosophical Foundations for Critical Cultural Awareness --$tChapter 3. The Critical Dimension in Foreign Culture Education --$tChapter 4. Teachers? Voices: Critical Cultural Awareness in EFL Classes in Portugal --$tChapter 5. Preparing Critical Citizens and Educators for an Intercultural World --$tBibliography --$tAppendix 1. Questionnaire --$tAppendix 2. Questionário A --$tAppendix 3. Questionário B --$tAppendix 4. Statistical Results of Questionnaires A and B --$tAppendix 5. Interview Guide for Focus-Groups --$tAppendix 6. Questions for American Teacher Trainers --$tIndex 330 $aMindful of the fact that cultures are now more interdependent than ever, this book explores the development of critical cultural awareness through the processes of teaching and learning about foreign cultures. It draws upon theoretical foundations relating to inter- and intra-cultural communication from contemporary philosophical movements, namely Critical Theory and Postmodernism. The study adopts Critical Pedagogy, as it is described by Freire, Giroux and others, as the educational framework providing guidelines for taking a critical perspective towards both native and foreign cultures. It examines the critical dimension of some selected documents and models used worldwide for teaching/learning culture within foreign language classes. It includes a research project carried out among secondary school teachers of EFL in Portugal whose national syllabus suggests a critical approach to English-speaking cultures. This project aimed to illustrate how practicing teachers approach foreign cultures critically, to provide some grounded theory for a definition of critical cultural awareness within foreign language/culture education, and to inspire a proposal for teacher education and development. Finally, this book submits a general proposal for the development of critical cultural awareness and intercultural communication competence among prospective and practicing teachers of foreign languages/cultures. 410 0$aLanguages for intercultural communication and education ;$v3. 606 $aCritical pedagogy 606 $aMulticultural education 606 $aLanguages, Modern$xStudy and teaching 615 0$aCritical pedagogy. 615 0$aMulticultural education. 615 0$aLanguages, Modern$xStudy and teaching. 676 $a418/.0071 700 $aGuilherme$b Manuela$f1951-$01534290 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910780151403321 996 $aCritical citizens for an intercultural world$93781695 997 $aUNINA