• Mr. Khatik Abdul Raheem Assistant Professor, Marathwada College of Education, Aurangabad


Quality Teacher Education, Inclusive Education, Development


Teacher education program should be structured and modified based on the findings of the researches in the field of education. Content, pedagogy, and technology are to be integrated. Furthermore, at the time of planning for teacher education program, policies, legislations, needs of the society and students, futuristic perspective, employability, technological advancement, and infrastructural issues should be given due attention.


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V. Das, A. K, Gichuri, M, and Singh, An .Implementing Inclusive Education in Delhi, India: Regular School Teachers Preferences for Professional Development Delivery Modes. Professional Development in Education,

VI. Dash, N., Inclusive Education. New Delhi: Atlantic,

VII. Desai, A J., Problem of Teacher Education in India, International Journal for Research in Education (IJRE).

VIII. Dove, Teachers and Teacher Education in Developing Countries; Issues in Planning. Management and Training. London: Croom Helm.

IX. Garner, A., Inclusive education; Supporting Inclusion in Education System. London: Kogan Publication

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XII. Lipsky and Garner, A., Inclusive Education / Requirement of Democratic Society cited in Garner, Inclusive Education Supporting Inclusion Education System. London: Kogan Publication.

Additional Files



How to Cite

Mr. Khatik Abdul Raheem. (2019). QUALITY TEACHER EDUCATION WITH INCLUSIVE EDUCATION. International Education and Research Journal (IERJ), 5(6). Retrieved from https://ierj.in/journal/index.php/ierj/article/view/1814