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Impacto dos Modelos Inclusivos na Formação Inicial de Professores do 1º Ciclo em Portugal

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Impacto dos Modelos Inclusivos na Formação Inicial de Professores do 1º Ciclo em Portugal

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Gusmão, R.; Rodrigues, D. (2014). Impacto dos Modelos Inclusivos na Formação Inicial de Professores do 1º Ciclo em Portugal. REDU. Revista de Docencia Universitaria. 12(2):167-182. https://doi.org/10.4995/redu.2014.5645

Por favor, use este identificador para citar o enlazar este ítem: http://hdl.handle.net/10251/139956

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Title: Impacto dos Modelos Inclusivos na Formação Inicial de Professores do 1º Ciclo em Portugal
Secondary Title: Impacto de los Modelos Inclusivos en la Formación Inicial de Profesores en el primer Ciclo en Portugal.
Author: Gusmão, Rita Rodrigues, David
Issued date:
Abstract:
[PT] Este trabalho compara as práticas de formação inicial de professores para a inclusão recomendadas pela Agência Europeia Para o Desenvolvimento em Necessidades Especiais de Educação (AEDNEE) com as práticas de ...[+]


[ES] El estudio compara las prácticas de formación de profesores orientadas a la inclusión recomendadas por la Agencia Europea para el Desarrollo en la Atención a las Necesidades Educativas Especiales (AEDNEE) con las ...[+]
Subjects: Formación inicial del profesorado , Inclusión , Necesidades educativas especiales (NEE) , Profesores inclusivos , Formação inicial de professores , Inclusão , Necessidades Educativas Especiais (NEE) , Professores inclusivos
Copyrigths: Reconocimiento - No comercial - Sin obra derivada (by-nc-nd)
Source:
REDU. Revista de Docencia Universitaria. (issn: 1887-4592 ) (eissn: 1887-4592 )
DOI: 10.4995/redu.2014.5645
Publisher:
Universitat Politècnica de València
Publisher version: https://doi.org/10.4995/redu.2014.5645
Type: Artículo

Location


 

References

Agência Europeia para o Desenvolvimento da Educação Especial (2012). Perfil de Professores Inclusivos.Odense: Agência Europeia para o Desenvolvimento da Educação Especial.

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Bain, A.; Lancaster, J.; Zundans, L. & Parkes, R. (2009). Embedding evidence-based practice in pre-service teacher preparation. In Teacher education and special education, 32(3), 215-225. [+]
Agência Europeia para o Desenvolvimento da Educação Especial (2012). Perfil de Professores Inclusivos.Odense: Agência Europeia para o Desenvolvimento da Educação Especial.

Anh, D. (2013). Identity in activity: examining teacher professional identity formation in the paired-placement of student teachers. In Teaching and teacher education, 30, 47-59.

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