Conceptualising Teacher Education for Inclusion: Lessons for the Professional Learning of Educators from Transnational and Cross-Sector Perspectives

Sustainability

Rachel Lofthouse¹  MhairiC. Beaton¹  Quinta Kools²  Sarah Cornelius³  Stephanie Thomson³  Susanne Huber⁴ 

[1] Carnegie School of Education, Leeds Beckett University, Leeds LS6 3QS, UK;Department of Teacher Education, Fontys University of Applied Sciences, 5612 MA Eindhoven, Nord-Brabant, The Netherlands;School of Education, University of Aberdeen, Aberdeen AB24 3FX, UK;Seminar für Ausbildung und Fortbildung der Lehrkräfte, Universität Tübingen, 72072 Tübingen, Germany;

关键词: inclusive practice;    diversity;    interprofessional learning;    professional learning and development;    teacher education;   

DOI  :  10.3390/su13042167

来源: DOAJ

【 摘 要 】

Despite policy calling for enhanced inclusive practice within all schools and colleges, educators across Europe are facing increasing challenges when providing effective inclusive education for all students as a result of increased diversity within European society. This paper focuses on the development of our understanding of how to support educators’ professional learning around issues of diversity and inclusion. Specifically, it aims to explore what diversity looks like across countries, sectors, and roles, what challenges and dilemmas are posed for educators, and how new approaches to professional learning can support the educators across all sectors. The exploratory study described in the paper emerged from work undertaken as part of an Erasmus+ Strategic Partnership project called PROMISE (Promoting Inclusion in Society through Inclusion: Professional Dilemmas in Practice). Traditional approaches to professional learning to support teachers’ inclusive practice have tended to focus on discrete courses which address specific learning needs such as autism, literacy difficulties, or behavioural issues. The paper presents findings from a transnational study which indicate that the professional dilemmas facing educators are complex and unpredictable and argues, therefore, that educators require professional learning that is collaborative, interprofessional, and acknowledges that the challenges they face are multifaceted.

【 授权许可】

Unknown