Valuing knowledge exchange and professional learning for educational inclusion: understanding professional dilemmas in policy and practice contexts

Recent international and national legislation demonstrates a trend towards inclusive education which aspires to ensure the participation of all young people in educational provision. However, research indicates that implementation of these visionary and aspirational policies into the different natio...

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Published inPedagógusképzés Vol. 20; no. 1.; pp. 8 - 29
Main Authors Lofthouse, Rachel, Beaton, Mhairi, Kools, Quinta, Kopp, Erika
Format Journal Article
LanguageEnglish
Published 21.10.2021
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Summary:Recent international and national legislation demonstrates a trend towards inclusive education which aspires to ensure the participation of all young people in educational provision. However, research indicates that implementation of these visionary and aspirational policies into the different national, historical and cultural contexts across Europe remains challenging with teachers articulating that they do not feel prepared or supported to work with the diversity of students in classrooms. This paper describes the PROMISE project which sought to examine the nature of the professional challenges being experienced by teachers. The paper concludes with project findings indicating the key elements necessary for teachers’ professional development to be effective. 
ISSN:0133-2570
2732-3463
DOI:10.37205/TEL-hun.2021.1.01