TEACHER CAPACITY BUILDING THROUGH CRITICAL REFLECTIVE PRACTICE FOR THE PROMOTION OF INCLUSIVE EDUCATION
Journal Title: Problems of Education in the 21st Century - Year 2014, Vol 60, Issue 1
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.
Authors and Affiliations
Diana Carmela Di Gennaro, Erika Marie Pace, Iolanda Zollo, Paola Aiello
Keywords
Related Articles
- EP ID EP447756
- DOI -
- Views 117
- Downloads 0
EXAMINING FACTORS AFFECTING IMPLEMENTATION OF INQUIRY-BASED LEARNING IN FINLAND AND SOUTH KOREA
Using inquiry has become a universal factor in science education, but teachers often face challenges in implementing inquiry-based learning (IBL) because of, for instance, teachers’ low confidence in conducting inquiry o...
PROBLEMS OF NARCISSISM IN EDUCATION: THE CULTURE OF NARCISSISM AS A DANGEROUS GLOBAL PHENOMENON FOR THE FUTURE
Modernism, which appeared as a result of industrialization, has since then developed further, resulting in a postmodern society, characterized by a significant change in values. This shift in values is particularly evide...
THE CHALLENGES OF HEALTH EDUCATION: FINNISH STUDENTS’ PERCEPTIONS OF HOW TO CHERISH HEALTH
Youngsters’ health is widely studied from various points of view but a holistic approach to health has been minimal. The purpose of this research was to study general upper secondary education students’ health knowledge...
ABOUT THE SCHOOL AND THE STUDENT-TEACHER RELATIONSHIP IN THE 21ST CENTURY: SOME PERSPECTIVES AND CHALLENGES
Contemporaneity, defined as post-modernity, is a stage of civilization changes, which in its nature entails changes in the sphere of didactic and educational thinking and practice. The rapid pace of social change, shapin...
EXPLORING ROLE OF MANAGEMENT IN QUALITY ASSURANCE AT PRIVATE AND STATE UNIVERSITIES OF GEORGIA
Today Georgia as never before faces challenges of quality assurance. Despite reforms carried out by the Georgian government aiming at the quality improvement of higher education, many Higher Education Institutions (HEIs)...