Teacher Capacity Building Through Critical Reflective Practice for the Promotion of Inclusive Education

Abstract

In a time where inclusive education has become the underpinning framework of reference for educational policies globally, effective strategies for a smooth and sustainable transformation of educational systems need to be identified. Recent literature on teachers’ attitudes has suggested that the adoption of inclusive policies, although necessary, is not sufficient for its implementation. Particularly, it has highlighted that the successful creation of inclusive environments requires critical reflection on the beliefs and values underpinning the attitudes towards the practical implementation and long-term sustainability of inclusive education. The research presented in this article outlines the historic evolution of the principles characterising inclusive education in Italy and Europe. It then delineates the competencies required for teacher capacity building in inclusive contexts and provides an overview of the founding principles supporting critical reflective practice. In conclusion, it proposes a guided strengths-oriented process aimed at enhancing critical reflection during initial and in-service teacher education courses in order to give teachers the opportunity to reflect on the beliefs and values shaping their practice, as well as explore new routes to bring about improvement and build strategic alliances to be able to handle the complex nature characterising current school contexts. Key words: critical reflective practice; continuous professional development; inclusive education; inclusion; teacher training.

Exploring Attitudinal Dimensions of Inclusive Education: Predictive Factors among Romanian Teachers

“…The results can be explained by the relationship between the openness to change personality trait and the teachers' inclusive attitudes [57]. Another possible interpretation of the need for training as a predictor of the inclusive attitude is that a teacher who identifies their limits and needs and constantly seeks self-improvement is a reflective teacher, focused on continued learning; such a link between reflective practices and openness to inclusion has already been demonstrated [58,59]. Furthermore, studies show that the greater the participation in continuing professional development (CPD) in special education, the more positive the attitudes [31,60], confirming our data related to continued training as an important factor predicting the teachers' attitude towards IE.…”

Practices Promoting the Inclusion of Adult Students with Disabilities in the Classroom: A Case of a Technical Vocational Education and Training College in Kazakhstan

“…This was evident in the current study. It is believed that building inclusive practices will require teachers who are critical and reflective about their work [45,46]. Many works on inclusion view the process of implementing it as transformative-for instance, the transformation of teachers, students, and stakeholders' behaviour [47], digital practice [48], curriculum [49], and the pedagogy and education process [50].…”

Predicting the Roles of Attitudes and Self-Efficacy in Readiness Towards Implementation of Inclusive Education Among Primary School Teachers

“…However, the teachers' readiness and willingness to make the adjustments are often unmeasured as an essential precondition for teachers to undertake such a task (Rouse, 2018). Di Gennaro et al (2014) suggests that teachers should learn ways to value difference and the best methods in responding to diversity in their classrooms. However, readily available knowledge for teachers would unlikely be applied if they lack the will to do so.…”