Experiences that shape pre-service teachers’ inclusive practice beliefs: a group concept mapping study-Reference-Cited by-同舟云学术

Experiences that shape pre-service teachers’ inclusive practice beliefs: a group concept mapping study

Published:2020-12-23 Issue: Volume: Page:1-16
ISSN:1360-3116
Container-title:International Journal of Inclusive Education
language:en
Short-container-title:International Journal of Inclusive Education

Author:

Delorey Jessica¹,Specht Jacqueline¹,Fairbrother Michael²,Ismailos Linda³,Villella Mélissa²,Charles Evan¹,Vanderloon McKenzie¹,Gallagher Tiffany³,Howell Grace¹,Whitley Jessica²

Affiliation:

1. Education, Western University, London, Canada

2. Education, University of Ottawa, Ottawa, Canada

3. Education, Brock University, St.Catharines, Canada

Funder

an Insight

Social Sciences and Humanities Research Council of Canada

Publisher

Informa UK Limited

Subject

Arts and Humanities (miscellaneous),Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/13603116.2020.1862403

Reference36 articles.

1. Exploring Teachers' Beliefs About Teaching Knowledge: Where Does It Come From? Does It Change?

2. Concept Systems Inc. 2019. Concept Systems (Group Wisdom ([Computer Software])). https://groupwisdom.com/groupwisdom.

3. Conceptualizing Concurrent Enrollment

4. Understanding inclusion in teacher education – a view from student teachers in England

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