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Worldwide, there is a need for many well-trained and motivated teachers who can help ensure that every child learns to their full potential from an early age and enters adult life well-equipped to be active citizens and support the development of their community and country (Patton, 2011). Many countries do not have enough teachers, let alone teachers who have received sufficiently high quality pre- and in-service training and access to continuing professional development (Bowe, 2005). The lack of motivated teachers impacts on the enrolment, participation and achievement of all children – but can be particularly detrimental to the education of children from marginalized groups, who may need some extra encouragement or assistance to reach their educational potential.
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- MBA Fredrick Mwangi (Autor:in), 2015, Should Training In Inclusive Educational Practices Be Compulsory To Teachers?, München, GRIN Verlag, https://www.grin.com/document/294719
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