Comparative analysis of special education teacher training in France and Norway: how effective, areas taught and recommendation for improvement
Master thesis
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https://hdl.handle.net/10642/972Utgivelsesdato
2010Metadata
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Sammendrag
This study aims to understand the quality and areas of training in the existing special education teacher
education programme in France and Norway by examining how special education teachers are prepared
in carrying out four components of administrative, teaching, student evaluation and inclusive tasks in
everyday classroom. The theoretical framework used in this research is international comparative
analysis via questionnaire, institutional analysis(training programme), discourse analysis(interview) and
classroom observation. Subjects in this study include special education student teachers, teacher
trainers, primary and secondary school teachers and academic psychologist. Data are analyzed based on
Crossley and Vulliamy's ‘case for the case’(1984) method. High qualification, selection, specialization
and training standards set by IUFM (University Institute for Teachers Training) account for the reliable
credential of French specialist educator who are instructed by experienced trainers maintaining active
relationship with practicing schools or teachers. Norwegian teacher training programme excels by
introducing common content elements in both general and special education programme to ensure
coherence and comprehensiveness in the profession, while decentralization is conducive for internal
flexibility, less bureaucracy and more learner-centered approach. Nevertheless, more emphasis should
be given to develop inclusive education as a whole in training programme, including educational
strategy and policy benchmark, school culture, expanded curriculum, special support, administration
and leadership, assessment, organizational structures, learning materials and conducive environment for
students. Follow-up of newly qualified teachers should be mandated so that experienced teachers can
provide knowledge and emotional support especially in the first year of their teaching career. In a
nutshell, continuous assessment of training programme and feedback accumulated from student teachers
are extremely crucial in improving the current system in line with market needs and latest educational
scenario.
Beskrivelse
Mundusfor Erasmus Mundus Master Degree - Education of Professionals in Education