Search results for: Guojonsdottir Hafdis

Increasingly across the world, teachers are working with diverse groups of learners in inclusive school settings, as inclusion is seen as a strategy to promote social cohesion, citizenship and a more equitable society. Countries working towards this vision need to emphasise more effective teacher education programmes and systems that focus on enabling teachers to engage in inclusive practice in order to provide high-quality education for all learners. The purpose of this paper was to cast a light on different views of how to prepare teacher students for work in inclusive school settings. The aim is to gain knowledge and understanding of the organisation of initial teacher education at the University of Iceland.