Teacher Training in Austria in the Last Decade—The Development of and Challenges for an Inclusive School System

Bibliographic Data

ID19939619
AuthorsFlorentine Paudel (0000-0002-9256-0667, University of Vienna, corresponding author), Seyda Subasi Singh (0000-0003-0397-8381, Pädagogische Hochschule Wien)
Year2020
Volume5
Publication date2020-11-16
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2020.596244
OpenAlexW3105722807
LanguageEN
Citations received4
References cited6

This paper outlines the journey of reforming teacher training in Austria from special education to inclusive education in the light of recent political developments, international legislation and recommendations. After a historical overview of special education teacher training, this study discusses the developments that had an impact on the current teacher training for inclusive education in Austria. On the basis of content analysis of relevant policy documents, regulations, reports, and statements, the paper analyzes the impact of the political changes in the country as well as of international movements on the curriculum, policies, and practices for teacher training for special needs education and inclusive education over the course of time. The text-based analysis revealed that while Austria has diligently followed international recommendations and agreements, it was nevertheless criticized for its failure to successfully implement already piloted practices on a large scale

Curriculum · Geography · Legislation · Pedagogy · Political science · Politics · Social science · Sociology · Special education · Teacher education · Collaborative Teaching and Inclusion · Law · Public Administration · Sociology and Education Studies

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