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Authors
Advisor(s)
Abstract(s)
The work described here was undertaken with a view to
preventing school failure in the broadest sense. It took place between
2001 and 2005 and was funded by the European Commission through
the Comenius 2.1 programme that provides funding to educational
institutions to improve the education of staff in schools by sharing
good ideas and so improve the quality of teaching and learning in
classrooms. We were fortunate to have had colleagues from Brazil
join us so giving a Latin American dimension to our thinking. In this
volume colleagues from the Institut Universitaire de Formation des
Maîtres de Versailles, the Universidad de Zaragoza, Università degli
Studi di Bari, Escola Superior de Educação de Bragança, the Pontifcia
Universidade Católica do Rio Grande do Sul, and from St Patrick’s
College Dublin took part in the work.
This book is intended to contribute to reflections on teacher
education, and in particular on how well young teachers are educated
to meet the challenges presented by pupils who are in some difficulty
in primary and secondary schools. We hope that this work will
stimulate discussion both within teacher education institutions, and
provide a European perspective to readers in all sections of the
educational community in their thinking about the central problem of
preventing school failure and promoting a genuinely inclusive context
for all pupils in schools.