Childrens Plan And Teacher Education

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Education Business

Graham Parton

Where does ECM and the Children’s Plan fit using this model? Adapted from Snoek et al (2003) Idealism Individualism Social coherence Pragmatism

What type of Teacher is needed ,[object Object],[object Object],[object Object]

What type of Teacher is needed ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Recommendations. ,[object Object],[object Object],[object Object],[object Object]

Implications for Teacher Education ,[object Object],[object Object],[object Object],[object Object],[object Object]

Implications for Teacher Education ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Implications for Teacher Education ,[object Object],[object Object],[object Object],[object Object]

Implications for Teacher Education ,[object Object],[object Object],[object Object],[object Object],[object Object]

Conclusions ,[object Object],[object Object],[object Object]

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Running head: TEACHER PREPARATION PROGRAMS 1 TEACHER PREPARATION PROGRAMS 2 Teacher Preparation Programs Teacher Preparation Programs Abstract Poor attitudes towards teacher training programs by the policymakers have had a huge impact on the education of children with disability. This has been contributed by the continuous poor speculations and perceptions among the key stakeholders who argue that the programs have not had a huge impact on the students not the teachers in their teaching techniques in school. Teachers who have attended teacher training programs have not showed any impact on their way of handling students with disabilities. This perception has grounded the growth of teacher training programs not only in the country but all over the world. This calls for research into the need for teacher training programs. This research is aimed at filling the gap between the perceptions and the teacher training programs. The findings of this research are projected to prove the existence of poor attitude towards the training of teacher’s programs. In addition, the research projects that there is a great impact on a teacher training program which has been shown by teachers teaching in special schools. There is also a connection between teacher training programs and quality education provision for students with various disability. The research also projects recommendations which can ensure that teacher training programs which has attracted poor attitudes can be transformed in order to provide quality education to students with special needs. The recommendations include integration of teacher’s coursework with hands-on practical to enable teachers to relate the two, carry out more research of importance of teacher training programs and also determine the impact of teacher training on students with special needs. The research applies a quota qualitative sampling method in the selection of the sample size. The sample group for the research is teacher training programs, special school teachers and lastly the education department for special education was chosen involving 2000 participants which gave a 100% representation. Data collected included the use of questionnaires and interviews for primary data and journals, articles and documentaries for secondary data. Data presentation used tables, charts and graphs. Analysis of the collected data applied narrative analysis in analyzing secondary data and discourse analysis in analyzing primary data. The results were presented widely and discussed to give a clear picture of the findings from the research study. All the research data from the research were also summarized to come up with a conclusion. The study has also cited gaps in the previous studies and given necessary suggestions which should be welcomed and used in the transformation of attitudes.

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Childrens Plan And Teacher Education

1. Graham Parton

2. Where does ECM and the Children’s Plan fit using this model? Adapted from Snoek et al (2003) Idealism Individualism Social coherence Pragmatism

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Editor's Notes

Within this presentation I would like to offer an argument that adopts a critical stance to the children’s plan but also offers a vehicle to make a real difference to teacher education and the changing competencies teachers will need in the future.