Teacher Professional Learning for Inclusion: Literature Review

Teacher professional learning is a priority for all Agency member countries, for international bodies and for the European Union. This literature review forms the basis for the Teacher Professional Learning for Inclusion (TPL4I) project. TPL4I aims to identify the essential policy elements to ensure that all teachers at each stage of their career are prepared for inclusive education. It focuses on all policies that affect teacher professional learning: initial teacher education, induction, continuing professional development and in‑school learning opportunities.

More specifically, TPL4I aims to review what policy documents and research literature say about the following questions:

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

Ultimately, the TPL4I project aims to develop a comprehensive policy framework for professional learning for inclusion. This literature review is the first step in its development.

Download the TPL4I Literature Review in English below.

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assessment
classroom practice
compulsory education
country policy review
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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