To make inclusive education a reality, all teachers must be able to support all learners. Teachers should be aware of the vision for inclusive education and their role in achieving it. Policy frameworks for developing inclusive education systems should therefore include teacher professional learning (TPL) for inclusion.

Project framework

Within the project, the term ‘teacher professional learning’ covers the full TPL continuum, from initial teacher education through to continuing professional development, including induction and in-school learning opportunities.

The project is concerned with all teachers in early, primary, secondary, vocational and adult education, as well as teacher educators, and specialists collaborating with classroom or subject teachers. It is also concerned with all learners, including those of migrant, refugee or disadvantaged socio-economic backgrounds, those with disabilities and non-native language speakers. The term ‘teacher professional learning for inclusion’ refers to the broadest scope of education professionals working with the broadest scope of learners.

The project started in 2018 and concludes early 2022.


The TPL4I project aimed to develop a policy framework for preparing all teachers to include all learners. The project examined the following initial questions:

  • What current policy priorities for TPL can be identified in international and European-level documents and in the research literature?
  • What national policy frameworks for TPL are in place in participating Agency member countries and how are these situated within different national contexts (i.e. within ministries, qualifications agencies, professional bodies, etc.)?
  • What policy elements/frameworks are needed to prepare all teachers to include all learners?
  • What policy priorities for TPL for inclusion need further investigation at European level?

In addition, the TPL4I project aimed to revisit the Profile of Inclusive Teachers and develop a competence framework for all education professionals involved in inclusive education, which was found to be missing in TPL policy in Europe.

Phase 1 (2018–2020)

The first phase of the TPL4I project involved 26 Agency member countries in an exploration and analysis of national policies on TPL for inclusion. In the project’s first phase, it produced:

Phase 2 (2021)

Phase 1 of the TPL4I project findings suggest that the Agency’s Profile of Inclusive Teachers (2012) remains a useful tool for TPL policy development. The Profile highlights the essential core values of initial teacher education and competence areas for inclusive teachers.

In 2021, its broader use was explored to cover the full continuum of TPL for inclusion and to inform related policy discussions. New activities were set up to revisit the Profile of Inclusive Teachers, its relevance and application across the TPL for inclusion continuum. Activities involved a conceptual working paper, a questionnaire for countries, a cluster activity and an analysis of the cluster activity leading to a Profile for a wider target group of professionals:

  • The Aligning Competence Frameworks for Teacher Professional Learning for Inclusion conceptual working paper, identified the key questions to address in the development and alignment of competence frameworks for inclusion.
  • The questionnaire for countries explored the use of standards and competence frameworks for diversity and inclusion for teachers and other professionals. It examined the relevance of the Profile’s core values and competence areas for all teachers at all stages of the profession and among interdisciplinary groups of education professionals supporting teachers. It also inquired about experiences with the Profile of Inclusive Teachers.
  • The cluster activity invited country representatives and experts from eight participating countries to consider the Profile’s core values and competence areas for teachers’ and other education professionals’ professional learning for inclusive education at all levels of an inclusive education system’s development.
  • The analysis of the cluster activity contributed to the final outcome: the Profile for Inclusive Teacher Professional Learning. This new Profile builds upon the 2012 Profile of Inclusive Teachers which remains the key competence framework for initial teacher education. It aims to inspire a wider range of TPL for inclusion opportunities and to address all education professionals involved. The final framework be available online in 2022.
classroom practice
compulsory education
country policy review
data collection
early childhood education
higher education
lifelong learning
multicultural diversity
organisation of provision
policy analysis
post-compulsory education
pre-school education
school leadership
social inclusion
teacher education

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