Different Traditions and Practices: Preparing Teachers for Inclusive Classrooms

Jennifer Stephenson

doi:10.1007/978-1-4020-4642-1_7

Different Traditions and Practices: Preparing Teachers for Inclusive Classrooms

Jennifer Stephenson^*

^*Corresponding author for this work

Macquarie University

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Original language	English
Title of host publication	Teacher learning and development
Subtitle of host publication	the mirror maze
Editors	Peter Aubusson, Sandy Schuck
Place of Publication	Berlin/Heidelberg, Germany
Publisher	Springer, Springer Nature
Pages	117-130
Number of pages	14
Volume	II
ISBN (Print)	9781402046421
DOIs	https://doi.org/10.1007/978-1-4020-4642-1_7
Publication status	Published - 2006

Publication series

Name	Self Study of Teaching and Teacher Education Practices
Publisher	SPRINGER
Volume	3

Keywords

SPECIAL-EDUCATION
DISABILITIES
STUDENTS

Access to Document

10.1007/978-1-4020-4642-1_7

Cite this

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title = "Different Traditions and Practices: Preparing Teachers for Inclusive Classrooms",

keywords = "SPECIAL-EDUCATION, DISABILITIES, STUDENTS",

author = "Jennifer Stephenson",

year = "2006",

doi = "10.1007/978-1-4020-4642-1_7",

language = "English",

isbn = "9781402046421",

volume = "II",

series = "Self Study of Teaching and Teacher Education Practices",

publisher = "Springer, Springer Nature",

pages = "117--130",

editor = "Peter Aubusson and Sandy Schuck",

booktitle = "Teacher learning and development",

address = "United States",

}

Different Traditions and Practices: Preparing Teachers for Inclusive Classrooms. / Stephenson, Jennifer.
Teacher learning and development: the mirror maze. ed. / Peter Aubusson; Sandy Schuck. Vol. II Berlin/Heidelberg, Germany: Springer, Springer Nature, 2006. p. 117-130 (Self Study of Teaching and Teacher Education Practices; Vol. 3).

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

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KW - DISABILITIES

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M3 - Chapter

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T3 - Self Study of Teaching and Teacher Education Practices

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