Enacting education policy reform in Portugal – the process of change and the role of teacher education for inclusion

Alves, I. (2020) Enacting education policy reform in Portugal – the process of change and the role of teacher education for inclusion. European Journal of Teacher Education, 43(1), pp. 64-82. (doi: 10.1080/02619768.2019.1693995)

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Abstract

The international trend to develop inclusive systems, has resulted in pressure on national governments to develop policies that promote quality education for all. In 2017–18 Portugal has adopted progressive educational policies with regards to inclusive education, that attempt to reconcile school values, curriculum and pedagogies. This article critically analyses changes proposed by this wave of educational policy reform and establishes the need for a strong continuous professional development of mainstream teachers to support them to develop as reflexive and inclusive practitioners. The analysis applies two models of change to examine the ‘policy ecology’ and consider the initiatives used to enact change in Portuguese schools. The policies have prioritised the development of schools in which all students are welcome, able to participate and succeed. While this wave of policy reform has relied both on formal and non-formal forms of teacher education, there is a danger of superficial approaches that may not support teachers in the process of change.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Alves, Dr Ines
Authors: Alves, I.
College/School:College of Social Sciences > School of Education > Robert Owen Centre
Journal Name:European Journal of Teacher Education
Publisher:Taylor and Francis
ISSN:0261-9768
ISSN (Online):1469-5928
Published Online:11 December 2019
Copyright Holders:Copyright © 2019 Association for Teacher Education in Europe
First Published:First published in European Journal of Teacher Education 43(1): 64-82
Publisher Policy:Reproduced in accordance with the publisher copyright policy

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