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Teacher Education, Students with Diverse Needs and Social-Emotional Education

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Quality and Change in Teacher Education

Part of the book series: Professional Learning and Development in Schools and Higher Education ((PROD,volume 13))

Abstract

There are practical, political and conceptual challenges involved in educating teachers to meet the social emotional and academic needs of students with diverse needs. The task of making schools more inclusive is made more difficult by the mixed messages which teachers receive about the role of schools to nurture and celebrate individual academic excellence, and at the same time to create cohesive communities which value all students, regardless of their academic attainments. If teachers are to succeed in catering for diversity they must be equipped with understandings and skills that enable them to nurture social-emotional emotional functioning of all students.

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Author information

Authors and Affiliations

  1. Department of Education, College of Business, Arts and Social Sciences, Brunel University, London, UK

    Paul Cooper

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  1. Paul Cooper
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Correspondence to Paul Cooper .

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Editors and Affiliations

  1. Department of Curriculum and Instruction, The Hong Kong Institute of Education, Hong Kong, Hong Kong

    John Chi-Kin Lee

  2. School of Education, University of Nottingham, Nottingham, United Kingdom

    Christopher Day

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Cooper, P. (2016). Teacher Education, Students with Diverse Needs and Social-Emotional Education. In: Chi-Kin Lee, J., Day, C. (eds) Quality and Change in Teacher Education. Professional Learning and Development in Schools and Higher Education, vol 13. Springer, Cham. https://doi.org/10.1007/978-3-319-24139-5_18

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  • DOI: https://doi.org/10.1007/978-3-319-24139-5_18

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-24137-1

  • Online ISBN: 978-3-319-24139-5

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