英国学校的内涵：教育的特殊需要.ppt

How do we get skilled staff? Teacher’s attitude is informed through experience and training (Avramidis and Kalyva, 2007) ‘…there is a tension between pressures for effectiveness and pressures for inclusiveness’ (Evans and Lunt, 2002, p. 2) Recent Ofsted report (Ofsted, 2010) Leadership in schools (Ainscow, M., Sandill, in press) * 我们怎样获得职业技能? 教师的态度一直贯彻在经验和课程中 (Avramidis and Kalyva, 2007) ‘…一种紧张的气氛体现在效力的压力和包容的压力之间(Evans and Lunt, 2002, p. 2) Recent Ofsted report (Ofsted, 2010) Leadership in schools (Ainscow, M., Sandill, in press) * Views of recent students on training * How good was your training in providing you with an understanding of Every Child Matters? TDA. (2009). Results of the Newly Qualified Teacher Survey 2009. Manchester: Training and Development Agency for Schools. Primary Secondary 学生对课程的最新观点 * How good was your training in providing you with an understanding of Every Child Matters? TDA. (2009). Results of the Newly Qualified Teacher Survey 2009. Manchester: Training and Development Agency for Schools. Primary Secondary * Good Very good How good was your training to work with pupils with SEN? TDA. (2009). Results of the Newly Qualified Teacher Survey 2009. Manchester: Training and Development Agency for Schools. Primary Secondary Work with pupils * Good Very good How good was your training to work with pupils with SEN? TDA. (2009). Results of the Newly Qualified Teacher Survey 2009. Manchester: Training and Development Agency for Schools. Primary Secondary 学生的工作 Skilled staff Training at pre-service level Need to ensure different types of experiences Grounded in research as well as experience Knowledgeable teachers of the future Confident in their role of supporting all students Specialist routes? * 职业技能 职前课程水平 需要确保不同类型的练习 充分开展研究好于单纯练习 未来的知识渊博的教师 对于自己能帮助所有学生的任务充满自信 专家成长路径? * Conclusion Inclusive practice is well established as a positive influence in education Teachers in mainstream settings face increasing chall