The preparation of teachers for corrective and special pedagogy constitutes a multidimensional and dynamic process that necessitates the integration of both theoretical frameworks and practical competencies. This study explores the interplay between pedagogical theory, neurodevelopmental understanding, and applied corrective methodologies in shaping educators’ capacity to address diverse learning needs.
Theoretical And Practical Dimensions Of Preparing Teachers For Special And Corrective Pedagogy
DOI:
Keywords:
Corrective pedagogy
special education
teacher preparation
Abstract
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References
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