The Outcomes of Collaborative Whole-School Professional Development on Teachers' Inclusive Practices in a Mainstream Secondary School
Author:
Affiliation:
1. Maynooth University, Ireland
2. Dublin City University, Ireland
Abstract
The outcomes of a collaborative whole-school model of professional development on teachers' learning to enact an inclusive education initiative, in a mainstream post-primary school explores the outcomes of whole school collaborative professional development on teachers' learning in terms of the degree and quality of teacher change in relation to inclusive practices, in this instance specific to level two learning programmes (L2LPs) and what factors facilitated or hindered teachers' learning for enacting inclusive practices. The findings of this paper highlight the potential of facilitated PD to empower teachers to develop greater levels of knowledge, skills, and experience of inclusive practice to enable collective decision-making and enhanced planning and teaching for all learners. Though aimed at a specific programme (L2LPs), the authors believe this research has wider implications for supporting mainstream teachers build capacity in their inclusive practices generally.
Publisher
IGI Global
Reference51 articles.
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2. Re-thinking continuing professional development through changing metaphors and location in professional practices
3. Rethinking models of professional learning as tools: a conceptual analysis to inform research and practice
4. Taking context seriously: towards explaining policy enactments in the secondary school
5. Supporting the enactment of inclusive pedagogy in a primary school
1.学者识别学者识别
2.学术分析学术分析
3.人才评估人才评估
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