The chapter will address comparative teacher preparation programs for teachers who wish to teach in inclusive settings, including those in the United States and People’s Republic of China. Consideration will be given to developing course objectives and outcomes for teacher preparation programs through the alignment of teacher standards and content standards. Further, discussion will review assessing pre-service teacher candidates for inclusive settings. It will conclude with recommendations for inclusive teacher preparation programs.
Drawdy, K., Deng, M. and Howerter, C. (2014), "Assessing Teacher Competencies for Inclusive Settings: Comparative Pre-Service Teacher Preparation Programs", Measuring Inclusive Education (International Perspectives on Inclusive Education, Vol. 3), Emerald Group Publishing Limited, Bingley, pp. 247-261. https://doi.org/10.1108/S1479-363620140000003028
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