Professional Development Initiatives as a Lever for Inclusive Education: A Multiple Case Study Using Qualitative Comparative Analysis (QCA)

Autor/inn/en	Van Mieghem, Aster; Verschueren, Karine; Struyf, Elke
Titel	Professional Development Initiatives as a Lever for Inclusive Education: A Multiple Case Study Using Qualitative Comparative Analysis (QCA)
Quelle	In: Professional Development in Education, 49 (2023) 3, S.551-564 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2020.1853593
Schlagwörter	Foreign Countries; Faculty Development; Inclusion; Equal Education; Special Education; Special Education Teachers; Pedagogical Content Knowledge; Evidence Based Practice; Active Learning; Special Needs Students; Belgium + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Aktives Lernen; Sonderpädagogischer Förderbedarf; Belgien
Abstract	The move to include students with special educational needs (SEN) in mainstream education is one of the priorities of educational reform agendas in many countries. Also in Flanders (Belgium) the government's aim is to implement a more inclusive school system, but this faces some resistance from practitioners. This study examines the way in which professional development initiatives (PDIs) supporting inclusive education can reduce this resistance. PDIs are defined by nine key features, which are subdivided in four core (referring to the content): (1) content focus, (2) pedagogical knowledge, (3) coherent and evidence-based, and (4) ownership; and five structural features (referring to the design of a PDI): (1) duration, (2) collective or collaborative participation, (3) school- or site-based, (4) active learning, and (5) trainer quality. The results indicate that school team members' positive experiences with students with special educational needs (SEN) have more impact on the willingness to include them than the core or structural features of PDIs. Furthermore, indications were found that PDIs focussing on a specific SEN can create more willingness to include these students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01