Teacher training for Enclus education: a process of professional development and school improvement to meet diversity

Authors

  • David Duran Gisbert Universitat Autònoma de Barcelona
  • Climent Giné Giné Universitat Ramon Llull

Keywords:

Inclusive education, Teacher training, School improvement, Support teacher role, Special education needs

Abstract

After presenting what authors understand inclusion to be, this article synthesizes the rationale for training teachers in inclusive education, understood as a qualification for a new role, both in the case of teacher-tutor and support teacher, in order to cooperate with others in their professional development and in school improvement. Some elements of reference are explained for the degree teacher training and for in service training, by using cooperative learning, centre improvement, and community networking.

Author Biographies

David Duran Gisbert, Universitat Autònoma de Barcelona

Doctor en Psicología, Profesor Agregado del Departamento de Psicología Básica, Evolutiva y de la Educación de la Universitat Autònoma de Barcelona. Coordinador del Grupo de Investigación sobre Aprendizaje entre Iguales (GRAI) del Instituto de Ciencias de la Educación de la UAB (http://grupsderecerca.uab.cat/grai). Dirección postal: Facultad de Ciencias de la Educación. Despacho 254 (G-6). Universitat Autònoma de Barcelona. 08193 Bellaterra (Catalunya-España).

Climent Giné Giné, Universitat Ramon Llull

Doctor en Psicología. Profesor titular, y actualmente Decano, de la Facultat de Psicologia, Ciències de l’Educació i de l’Esport Blanquerna de la Universitat Ramon Llull de Barcelona. Investigador principal del Grupo de Investigación “Discapacidad y Calidad de Vida. Aspectos Educativos”.

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Published

2011-11-01

How to Cite

Duran Gisbert, D., & Giné Giné, C. (2011). Teacher training for Enclus education: a process of professional development and school improvement to meet diversity. Revista Latinoamericana De Educación Inclusiva, 5(2), 153–170. Retrieved from https://revistainclusiva.ucentral.cl/revistainclusiva/article/view/5_2_010

Issue

Vol. 5 No. 2 (2011): Inclusive Practices in the Classroom

Section

Temática Libre

License

Copyright (c) 2011 Revista Latinoamericana de Educación Inclusiva - Latin American Journal of Inclusive Educatio

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Creative Commons Attribution (by)

This licence permits the exploitation of the work, as well as the creation of derivative works, the distribution of which is also permitted on condition that express reference is made to the author, i.e. that his/her name appears in any use or act of exploitation of the work.