Understanding inclusion in teacher education: a view from student teachers in England

Jane Essex, Nafsika Alexiadou, Paula Zwozdiak-Myers

Research output: Contribution to journalArticle


The concept of inclusion has been widely accepted and integrated as a core objective for schools and teacher education programs around the world (UNESCO, 2009; EASNIE, 2018). But, despite 25 years of debates on inclusion, there are still different conceptualisations of what inclusion means (Ainscow et al. 2006) and different understandings of its objectives by schools, by researchers, and in policy (Allan, 2010; Waitoller and Artiles, 2013). As a result, there is a lack of consensus on the best ways to achieve it (Smyth et al., 2014; Sosu et al., 2010).
Original languageEnglish
Number of pages19
JournalInternational Journal of Inclusive Education
Publication statusAccepted/In press - 29 Apr 2019


  • initial teacher education
  • fundamental British values
  • education policy
  • inclusive practice

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    Jane Essex

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    Winner of the Royal Society of Chemistry: Inclusion and Diversity Award

    Jane Essex (Recipient), 7 May 2019

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