Journal of Education and Human Development

Introducing Teacher Training for Special and Inclusive Education in Cyprus, Germany, Great Britain, Greece, and Italy
Assimina Tsibidaki, Anna Kogiami, Aikaterini Flagkou, Styliani Vagianou, Stergoulla Trecha

Abstract
The study focuses on the current trends and perspectives emerging in the initial teacher education for special and inclusive education in Cyprus, Germany, Great Britain, Greece, and Italy. It is a qualitative comparative study based on a bibliographic review. All countries follow the philosophy of inclusion in initial teacher education, although it differs on multiple levels. A variety of models and systems are followed in initial teacher training for preschool, primary, and secondary education. The parallel system is the most prevalent both in general and special education in preschool and primary education in the countries of Cyprus, Great Britain, and Italy, while Greece follows a mixed system of two routes and Germany a system of multiple teacher training routes for all levels of education. As far as secondary education is concerned, only Great Britain follows a parallel system. In the countries under study, the initial teacher education in special education is constantly being re-examined and restructured. This study suggests that the training of special education teachers should be oriented towards a holistic and systematic model of inclusive education and at the same time it should deliver effective special education teachers to work in functional and effective inclusive schools.

Full Text: PDF     DOI: 10.15640/jehd.v9n2a10