A Mutually Enriching Inclusive Education Teacher Professional Development Program: Mentors’ and Mentees’ Reflections

The COVID-19 global pandemic accelerated inclusive education professional development programs to help teachers get up to speed with inclusive pedagogical practices. The purpose of this study is to explore mentors’ and mentees’ reflections about their experiences of participating in an inclusive edu...

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Autors principals:	Lawrence Meda, Laila Mohebi, Areej El Sayary, Suha Karaki
Format:	Artigo
Idioma:	Inglês
Publicat:	Oxford Brookes University 2023-08-01
Col·lecció:	International Journal of Evidence Based Coaching and Mentoring
Matèries:	collaborative learning inclusive education teacher professional development inclusive pedagogical practices
Accés en línia:	https://radar.brookes.ac.uk/radar/items/f12f629d-2fdd-4ead-8231-79de4237daa7/1/
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