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

Mhairi C. Beaton, Stephanie Thomson, Sarah Cornelius, Rachel Lofthouse, Quinta Kools and Susanne Huber
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Mhairi C. Beaton: Carnegie School of Education, Leeds Beckett University, Leeds LS6 3QS, UK
Stephanie Thomson: School of Education, University of Aberdeen, Aberdeen AB24 3FX, UK
Sarah Cornelius: School of Education, University of Aberdeen, Aberdeen AB24 3FX, UK
Rachel Lofthouse: Carnegie School of Education, Leeds Beckett University, Leeds LS6 3QS, UK
Quinta Kools: Department of Teacher Education, Fontys University of Applied Sciences, 5612 MA Eindhoven, Nord-Brabant, The Netherlands
Susanne Huber: Seminar für Ausbildung und Fortbildung der Lehrkräfte, Universität Tübingen, 72072 Tübingen, Germany

Sustainability, 2021, vol. 13, issue 4, 1-17

Abstract: 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.

Keywords: inclusive practice; diversity; interprofessional learning; professional learning and development; teacher education (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (4)

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