Inclusive Education in Portugal: Teachers' Professional Development, Working Conditions, and Instructional Efficacy

Autor/inn/en	Lopes, João Lamego; Oliveira, Célia Regina
Titel	Inclusive Education in Portugal: Teachers' Professional Development, Working Conditions, and Instructional Efficacy
Quelle	In: Education Sciences, 11 (2021), Artikel 169 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Lopes, João Lamego) ORCID (Oliveira, Célia Regina)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Inclusion; Regular and Special Education Relationship; Professional Development; Teaching Conditions; Teacher Attitudes; Instructional Effectiveness; Self Efficacy; Students with Disabilities; Barriers; Educational Needs; Stress Variables; Teacher Collaboration; Job Satisfaction; Grade 7; Grade 8; Grade 9; Administrator Surveys; Teacher Surveys; Foreign Countries; Portugal; Teaching and Learning International Survey (NCES) + Suchen Sie Ihr Suchwort? Inklusion; Lehrbedingungen; Unterrichtsbedingungen; Lehrerverhalten; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Educational need; Bildungsbedarf; Lehrerkooperation; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Ausland
Abstract	Inclusive education policies thin the boundaries of special and regular education as well as teachers' roles and competencies. The present study, using data from TALIS 2018, aims to find out whether Portuguese teachers working in classes directed entirely or mainly to special education needs students (SENS) differ from teachers working in classes with few or no SENS in the following areas: (a) professional development needs in special education; (b) perceived barriers to professional development; and (c) teaching and work features related to SENS. The results show small but significant differences between teachers working and teachers not working entirely or mainly with SENS in professional development needs, perceived opportunities for professional development, and stress involved in modifying SENS lessons. No other significant differences were found. Still, the results show that both groups of teachers perceive significant professional development needs and barriers to professional development but are optimistic about the quality of professional development, job satisfaction, and self-efficacy in instruction. However, teachers of both groups are pessimistic about professional collaboration, a key element of inclusive education. Overall, it seems that some critical elements of inclusive education are still to be implemented in Portuguese schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01