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The rationale for a wider concept of inclusive education for teacher education: A case study of Serbia |
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| Authors: | Sun?ica Macura-Milovanovi? Nata?a Panti? Alison Closs |
| Institution: | 1. Faculty of Education in Jagodina, University of Kragujevac, M. Mijalkovi?a 14, 35000, Jagodina, Serbia 2. Centre for Education Policy, Svetozara Markovi?a 22, 11 000, Belgrade, Serbia 3. Centre for Education Race Equality Scotland, Moray House School of Education, University of Edinburgh, St John Street, Edinburgh, EH8 8AQ, UK |
| Abstract: | Teacher education for inclusive education (IE) is recognized as vital for improving quality and equity in education globally. In the Western Balkan countries it is also part of the transition process towards joining the European Union and has attracted international funding for IE-related projects. A key finding from research funded by the European Training Foundation, carried out by the authors as members of a seven-country research team in 2009?C2010, was that the prevailing local understanding of IE was very narrow. In this article we hypothesize the reasons for this finding. We use a case study of school and teacher education systems in Serbia to explore how this understanding has constrained the development of IE and associated teacher education and limited the efficacy of some recent internationally supported developments. We identify both challenges and possible ways forward for teacher education for IE based on promoting a concept of IE that is both collaboratively agreed and comprehensive. |
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