| dc.contributor.author | Lawson, Hazel | |
| dc.date.accessioned | 2016-02-10T15:12:50Z | |
| dc.date.issued | 2015-02-05 | |
| dc.description.abstract | The policy landscape in England for teacher education is undergoing ‘turbulent times’ (Whitehead, 2011) with diversification of routes into teaching and an increasing emphasis on schools-led provision (DfE, 2010, 2011). Policy frameworks and contexts for special educational needs (SEN) are also changing. This paper explores the field of SEN within the context of teacher education in England. The policy landscape for each of these aspects is described and explored, then analysed with in relation to general-specialist dimensions of teaching, examining how different policy drivers pull/push in different directions. Possible implications for teacher education are then considered. | en_GB |
| dc.identifier.citation | Journal of Research in Special Educational Needs, 2015, Vol. 15, Issue 2, pp. 147 - 154 | en_GB |
| dc.identifier.doi | 10.1111/1471-3802.12101_4 | |
| dc.identifier.uri | http://hdl.handle.net/10871/19686 | |
| dc.language.iso | en | en_GB |
| dc.publisher | Wiley | en_GB |
| dc.relation.url | http://onlinelibrary.wiley.com/doi/10.1111/1471-3802.12101_4/abstract | en_GB |
| dc.rights.embargoreason | Publisher's policy | en_GB |
| dc.rights | © 2015 NASEN | en_GB |
| dc.title | Chapter 3: Teacher education and SEN - policy landscapes and impetuses | en_GB |
| dc.type | Article | en_GB |
| dc.identifier.issn | 1471-3802 | |
| dc.description | This is the peer reviewed version of the article, which has been published in final form at DOI 10.1111/1471-3802.12101_4. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving. | en_GB |
| dc.identifier.journal | Journal of Research in Special Educational Needs | en_GB |
