Teachers’ experiences of transformative professional learning to narrow the
values practice gap related to inclusive practice
Brennan, AoifeORCID: 0000-0002-7193-5589 and King, FionaORCID: 0000-0001-5749-1435
(2021)
Teachers’ experiences of transformative professional learning to narrow the
values practice gap related to inclusive practice.
Cambridge Journal of Education, 52
(2).
pp. 175-193.
ISSN 0305-764X
The literature supports transformative models of professional learning and development (PLD) such as professional learning communities (PLCs). However, there is a research gap relating to PLCs for inclusive practice. This paper draws on findings from a qualitative study with ten teachers in an urban primary school in the Republic of Ireland, who engaged in a PLC for inclusive practice facilitated by one of the researchers. Two years later the researchers undertook semi-structured interviews with nine of the original participants and five classroom observations to explore (how) can teachers sustain inclusive practices in changing times. The findings evidenced sustained changes in teachers’ individual and collaborative practices, affirming an argument that PLCs can support teachers to develop and sustain inclusive practices in the longer term. This paper offers a conceptual framework for prospectively planning PLCs to narrow the values practice gap for inclusive practice.
Metadata
Item Type:
Article (Published)
Refereed:
Yes
Uncontrolled Keywords:
Professional development; professional learning; professional learning
communities; inclusive education; inclusive pedagogy