Preparing teachers for inclusive education in Cyprus

Panayiotis Angelides, Tasoula Stylianou, Paul Gibbs

Research output: Contribution to journalArticlepeer-review


In this study, we explore the following questions: (a) How do Cyprus universities that educate teachers respond to the challenge of inclusive education? Are the programmes of these institutions designed on the basis of the principles of inclusive education? What are the barriers that prevent student teachers to develop inclusive practices? How universities could help their student teachers to develop inclusive practices? These questions were investigated through qualitative data. In particular, the case study of a higher education institution in Cyprus was developed. The analysis of these data indicates certain factors that act as barriers in the development of inclusive practices by student teachers. These factors are related to the curricula, the notion of inclusion and to the different levels of culture. Developing these factors, we present at the same time particular suggestions for overcoming these barriers.

Original languageEnglish
Pages (from-to)513-522
Number of pages10
JournalTeaching and Teacher Education
Issue number4
Publication statusPublished - May 2006


  • Cyprus
  • Inclusive education
  • Teacher education


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