scholarly journals Teachers’ collaborative professional development for inclusive education

2020 ◽  
pp. 1-16
Author(s):  
M. Holmqvist ◽  
B. Lelinge
Keyword(s):  
Professional Development ◽  
Inclusive Education ◽  
Collaborative Professional Development

scholarly journals Formation of motivational competence as a condition for successful professional development of future teachers-psychologists of inclusive education

2021 ◽  
Vol 113 ◽  
pp. 00022
Author(s):  
L.Y. Belenkova ◽  
S.A. Sazonova
Keyword(s):  
Professional Development ◽  
Inclusive Education ◽  
Experimental Work ◽  
Value Orientations ◽  
Future Teachers ◽  
Self Actualization ◽  
The Individual ◽  
The University

The article reflects the problem of formation of students' motivational competence in an inclusive environment of the university (motivations of affiliation, achievement, self-actualization and value orientations of the individual), presents the results of experimental work, testing of training for the of professional motivation of students in the process of studying disciplines of socio-psychological orientation, contributing to their successful professional development.

Influence of organizational and pedagogical conditions of corporate training on improving effectiveness of pedagogical activity of college teachers in inclusive education

2020 ◽  
pp. 69-73
Author(s):  
F.A. Chotchaevа ◽  
◽  
M.Yu. Abazova ◽  
Keyword(s):  
Professional Development ◽  
Inclusive Education ◽  
Corporate Training ◽  
Educational Environment ◽  
College Teachers ◽  
New Form

Analyzed is the essence of corporate training as a new form of professional development. Described are requirements for implementation of organizational and pedagogical conditions of corporate training, that contribute to formation of relevant competencies among employees of institution of actual competencies, aimed at increasing of value teachers for work under conditions of inclusive educational environment.

Professional Mindset in Troubled Times

2021 ◽  
pp. 93-103
Author(s):  
Maria Antonietta Impedovo
Keyword(s):  
Professional Development ◽  
Epistemic Community ◽  
Professional Life ◽  
Epistemic Communities ◽  
Social Connections ◽  
Emotional Dimension ◽  
Collaborative Professional Development ◽  
Professional Transformation

Globally, COVID-19 has stressed social and personal tensions in professional life. This chapter focuses on the networked dimension to highlight the workers need for social connections. Some suggestions are proposed to implement an epistemic community to sustain creative and collaborative professional development in disruptive time. Two points are discussed to scaffold epistemic communities in the organisation: 1) the inter-professional dimension to embrace complex topic and 2) the emotional dimension as resources to embrace professional transformation.

Degrees of School Democracy: A Holistic Framework

2012 ◽  
Vol 22 (4) ◽  
pp. 707-732 ◽  
Author(s):  
Philip A. Woods ◽  
Glenys J. Woods
Keyword(s):  
Professional Development ◽  
Analytical Framework ◽  
Organizational Setting ◽  
School Communities ◽  
Working Together ◽  
Collaborative Professional Development ◽  
Holistic Conception ◽  
School Democracy

This article outlines an analytical framework that enables analysis of degrees of democracy in a school or other organizational setting. It is founded in a holistic conception of democracy, which is a model of working together that aspires to truth, goodness, and meaning and the participation of all. We suggest that the analytical framework can be used not only for research purposes but also to help enhance democratic professional participation. It is a resource for collaborative professional development by practitioners, offering a vehicle for school communities to reflect together on where they are as a school and where they would like to be.

Professional Development for Inclusive Education

2020 ◽  
Author(s):  
Dries Vansteenkiste ◽  
Estelle Swart ◽  
Piet Van Avermaet ◽  
Elke Struyf
Keyword(s):  
Professional Development ◽  
Inclusive Education ◽  
Public Management ◽  
New Public Management ◽  
Deep Understanding ◽  
Teaching Profession ◽  
Policy Advocacy ◽  
Inclusive Practice ◽  
New Public

Any answer to the question “What is professional development (PD) for inclusive education (IE)?” needs to be based on a deep understanding of the nature of IE. Taking fully into account its multileveled nature, encompassing inclusive practice, policy, advocacy, and philosophy, IE appears as a “glocal” phenomenon that is affected by institutions (e.g., accountability, new public management, and neoliberalism) with which it can resonate or collide, resulting in tensions within the educational field. These tensions complicate the endeavors of teachers to orient themselves and their actions because different institutions conceptualize teaching and the role of teachers differently, demanding different and sometimes conflicting things from them. Further, teachers also need to give meaning to perceived similarities, differences, and conflicts between these professionalisms and elements of their own professional identity. This results in specific concerns for teachers and imposes challenges for teachers’ agency. PD based on this understanding of IE refers to creating and exploiting spaces where the different actors involved address the complexities of, and coconstruct, a teaching profession that is inclusive. This conceptualization implies formal and informal, social and local, embedded, open-ended practices that can strengthen teacher agency. To do this, it needs to recognize the teacher as being at the center of PD. These spaces are experimental zones for the exertion of agency, incorporating transformative ideals which can involve developing a different behavior repertoire, changing the immediate professional context, or addressing contradictory institutions. As such, PD is not regarded as the prerequisite for IE, but as its consequence.

Teachers’ Unpreparedness to Accommodate Student Needs

2020 ◽  
Vol 35 (3) ◽  
pp. 210-224
Author(s):  
Man-Wai Chu ◽  
Heather L. Craig ◽  
Lake B. Yeworiew ◽  
Yue Xu
Keyword(s):  
Professional Development ◽  
School Psychologists ◽  
Inclusive Education ◽  
Teacher Preparedness ◽  
Student Needs ◽  
National Assessment ◽  
Students With Special Needs ◽  
External Resources ◽  
Teacher Survey ◽  
Training Courses

Many students require special education and programming to succeed in the classroom. This study analyzed international and national assessment teacher survey data regarding inclusive education to better characterize student classroom needs and teacher preparedness to support them. Most teachers indicated that they relied on teacher-based accommodations and some teachers did not have access to external resources. While many teachers did not indicate receiving adequate teacher training courses and professional development (PD) on inclusive education, results indicate students from classrooms in which teachers took inclusive education PD statistically significantly outperform their peers ( F[1, 5.2] = 526.60, p < .05). As school psychologists support teachers in their classrooms to meet the needs of all their students, it is important for school psychologists to consider the minimal training and lack of PD attended by these teachers coupled with their relaxed attitude toward attending PD on teaching students with special needs.

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