Divergent Agendas: Within the Danish School Policy and the Dilemmas This Creates for Teachers Working With Inclusive Education

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

Standard

Divergent Agendas: Within the Danish School Policy and the Dilemmas This Creates for Teachers Working With Inclusive Education. / Hedegaard-Sørensen, Lotte; Hamre, Bjørn Frithiof.

Global Perspectives on Teacher Education. IGI global, 2019. p. 246-259.

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

Harvard

Hedegaard-Sørensen, L & Hamre, BF 2019, Divergent Agendas: Within the Danish School Policy and the Dilemmas This Creates for Teachers Working With Inclusive Education. in Global Perspectives on Teacher Education. IGI global, pp. 246-259, The Inclusive Education Summit (TIES) in October 2018, 26/10/2018. https://doi.org/10.4018/978-1-5225-7703-4.ch015

APA

Hedegaard-Sørensen, L., & Hamre, B. F. (2019). Divergent Agendas: Within the Danish School Policy and the Dilemmas This Creates for Teachers Working With Inclusive Education. In Global Perspectives on Teacher Education (pp. 246-259). IGI global. https://doi.org/10.4018/978-1-5225-7703-4.ch015

Vancouver

Hedegaard-Sørensen L, Hamre BF. Divergent Agendas: Within the Danish School Policy and the Dilemmas This Creates for Teachers Working With Inclusive Education. In Global Perspectives on Teacher Education. IGI global. 2019. p. 246-259 https://doi.org/10.4018/978-1-5225-7703-4.ch015

Author

Hedegaard-Sørensen, Lotte ; Hamre, Bjørn Frithiof. / Divergent Agendas: Within the Danish School Policy and the Dilemmas This Creates for Teachers Working With Inclusive Education. Global Perspectives on Teacher Education. IGI global, 2019. pp. 246-259

Bibtex

@inbook{e6e6327331ec482190727f91c0f5e157,
title = "Divergent Agendas:: Within the Danish School Policy and the Dilemmas This Creates for Teachers Working With Inclusive Education",
abstract = "This chapter reports on the dilemmas for teachers working with inclusive education in the Danish school system. Globally, schools, teachers, and students are confronted with tensions between the agendas of optimizing the academic skills of the students on the one hand, and the inclusive agenda of handling the diversity of a variety of different students in the classroom on the other hand. In Denmark, these agendas are reflected in the educational policies and they have formed a context for teachers{\textquoteright} practiceand for teacher education. In the chapter empirical research about inclusive education will be related to discussions about teacher education and inclusive practices in schools. Critical analysis of the influence of policy and the way policy influence practice seems to be a recommended research approach in future research on inclusion. This should be reflected in teacher education.",
author = "Lotte Hedegaard-S{\o}rensen and Hamre, {Bj{\o}rn Frithiof}",
year = "2019",
doi = "10.4018/978-1-5225-7703-4.ch015",
language = "English",
isbn = "9781522577034",
pages = "246--259",
booktitle = "Global Perspectives on Teacher Education",
publisher = "IGI global",
address = "United States",
note = "null ; Conference date: 26-10-2018 Through 28-10-2018",

}

RIS

TY - CHAP

T1 - Divergent Agendas:

AU - Hedegaard-Sørensen, Lotte

AU - Hamre, Bjørn Frithiof

PY - 2019

Y1 - 2019

N2 - This chapter reports on the dilemmas for teachers working with inclusive education in the Danish school system. Globally, schools, teachers, and students are confronted with tensions between the agendas of optimizing the academic skills of the students on the one hand, and the inclusive agenda of handling the diversity of a variety of different students in the classroom on the other hand. In Denmark, these agendas are reflected in the educational policies and they have formed a context for teachers’ practiceand for teacher education. In the chapter empirical research about inclusive education will be related to discussions about teacher education and inclusive practices in schools. Critical analysis of the influence of policy and the way policy influence practice seems to be a recommended research approach in future research on inclusion. This should be reflected in teacher education.

AB - This chapter reports on the dilemmas for teachers working with inclusive education in the Danish school system. Globally, schools, teachers, and students are confronted with tensions between the agendas of optimizing the academic skills of the students on the one hand, and the inclusive agenda of handling the diversity of a variety of different students in the classroom on the other hand. In Denmark, these agendas are reflected in the educational policies and they have formed a context for teachers’ practiceand for teacher education. In the chapter empirical research about inclusive education will be related to discussions about teacher education and inclusive practices in schools. Critical analysis of the influence of policy and the way policy influence practice seems to be a recommended research approach in future research on inclusion. This should be reflected in teacher education.

U2 - 10.4018/978-1-5225-7703-4.ch015

DO - 10.4018/978-1-5225-7703-4.ch015

M3 - Book chapter

SN - 9781522577034

SN - 9781522592150

SP - 246

EP - 259

BT - Global Perspectives on Teacher Education

PB - IGI global

Y2 - 26 October 2018 through 28 October 2018

ER -

ID: 204301421