Practitioner enquiry as lifelong teacher education for inclusion

Alves, I. , Christodoulidis, A., Carpenter, J. and Hogg, V. M. (2024) Practitioner enquiry as lifelong teacher education for inclusion. Education Sciences, 14(3), 268. (doi: 10.3390/educsci14030268)

Abstract

This article focuses on the use of a practitioner enquiry (PE) course to develop teacher education for inclusion, particularly when referring to continuous professional development (CPD). The article aims to answer the following research questions: How does this PE course compared to other experiences of CPD? To what extent is this model of CPD a way of promoting teacher education for inclusion? The data presented in this article were generated by three student-practitioners and a course tutor who engaged in a practitioner enquiry course offered in a higher education institution in Scotland during the academic year 2022–2023. Data were generated through autoethnography, and all authors individually reflected on their experiences of CPD, namely this PE course. The data were then analysed through a thematic analysis process that combined individual and collaborative tasks, including the writing of this article. This article concludes that long-term CPD with a constructivist alignment allows student-practitioners to develop their agency as inclusive educators. Engagement with research, both by critically analysing ‘global’ academic research and by designing and implementing a ‘local’ PE, provides lifelong tools for teachers to identify and remove barriers to ensuring that all learners can access, participate, and succeed in education.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Alves, Dr Ines and Christodoulidis, Annie

Creator Roles

Alves, I.: Conceptualization, Methodology, Formal analysis, Investigation, Data curation, Writing – original draft, Writing – review and editing, Visualization, Supervision
Christodoulidis, A.: Formal analysis, Investigation, Data curation, Writing – original draft

• Authors: Alves, I., Christodoulidis, A., Carpenter, J., and Hogg, V. M.
• College/School: College of Social Sciences > School of Education > Culture, Literacies, Inclusion & Pedagogy
• Journal Name: Education Sciences
• Publisher: MDPI
• ISSN: 2227-7102
• ISSN (Online): 2227-7102
• Published Online: 05 March 2024
• Copyright Holders: Copyright © 2024 by the authors
• First Published: First published in Education Sciences 14(3):268
• Publisher Policy: Reproduced under a Creative Commons license