One of the main challenges for teacher education is posed by the demands of inclusive education but little attention has been paid to this important topic. Global disparities in educational provision, and differences in teacher education and teacher qualifications within and between countries, exacerbate inequality in educational opportunity. While the form and structure of teacher education may vary from one country to another, some common issues and challenges in providing a good quality basic education for all remain largely unaddressed.
The articles in this volume of Prospects focus on theoretical issues of curriculum, assessment, and teaching, and on issues of teacher professional learning. They explore how theoretical concepts associated with the development of inclusive practice are being addressed in different world regions. The issue will be of particular relevance to teachers, teacher educators, and policy makers around the world, as the role, value, and relevance of teacher education is being questioned, not only in terms of teachers’ professional preparation, but also because of questions about educational outcomes for students and the extent to which teachers are able to meet the needs of all learners.
PROSPECTS is UNESCO-IBE's Quarterly Review of Comparative Education.
