Teaching Students with Learning Difficulties or Disabilities: Regular Education Teachers’ Professional Development and Practices
Abstract
:1. Introduction
Teacher Professional Development: A Pathway to Inclusive Curriculum Management
2. Materials and Methods
3. Results
3.1. Initial and Lifelong Teacher Training and Professional Development (A)
3.1.1. Initial Training Received (A1a)
3.1.2. Opinion about the Adequacy and Scope of Initial Training (A1b)
3.1.3. Aspects to Be Improved (in Initial Training) (A1c)
3.1.4. Continuous Professional Development Needs Experienced (A2a)
3.1.5. Lifelong Professional Development Experiences (A2b)
3.1.6. Suggestions for Improvement (Regarding Lifelong Professional Development) (A2c)
3.1.7. Lifelong Professional Development—Effects on Perspectives and Practices (A3a)
3.2. Experiences with Pedagogical and Curricular Differentiation (B)
3.2.1. Planning Processes (B1)
3.2.2. Implementation Processes (B2)
3.2.3. Evaluation Practices (B3)
3.2.4. Constraints (B4)
3.2.5. Facilitators (B5)
3.3. (Dis)Satisfaction Concerning Curricular and Pedagogical Differentiation (D)
3.3.1. Pertinence of Curricular and Pedagogical Differentiation (D1)
3.3.2. Degree of (Dis)Satisfaction (D2a)
3.3.3. Satisfaction Factors (D2b)
3.3.4. Dissatisfaction Factors (D2c)
3.4. Directions for Change or Alternatives for Curricular Practices (E)
3.4.1. Improvement (E1a)
3.4.2. Alternatives (E1b)
4. Discussion and Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
Appendix A
Category | Sub-Category | Specification |
(A) Teachers’ perceptions about their initial and lifelong training and professional development needs; | (A1) Initial training | (A1a) Initial training received (A1b) Adequacy and scope of initial training (A1c) Aspects to be improved |
(A2) Lifelong professional development | (A2a) Continuous professional development needs experienced (A2b) Lifelong professional development experiences (A2c) Suggestions for improvement | |
(A3) Impact of lifelong professional development | (A3a) Lifelong professional development—effects on perspectives and practices | |
(B) Experiences in teaching students with learning difficulties or disabilities; | (B1) Planning processes (B2) Implementation processes (B3) Evaluation processes (B4) Constraints (B5) Facilitators | |
(C) Contributions of differentiated curricular and pedagogical practices for learning, personal development, social and work inclusion of students with learning difficulties or disabilities; | Not analyzed in the present article | |
(D) (Dis)satisfaction with implementing differentiated curricular and pedagogical practices; | (D1) Pertinence of curricular and pedagogical differentiation | |
(D2) Degree and factors of (dis)satisfaction with the practices implemented | (D2a) Degree of (dis)satisfaction (D2b) Satisfaction factors (D2c) Dissatisfaction factors | |
(E) Directions for change or alternatives for curricular practices | (E1) Future directions | (E1a) Improvement (E1b) Alternatives |
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Inês, H.; Pacheco, J.A.; Abelha, M.; Seabra, F. Teaching Students with Learning Difficulties or Disabilities: Regular Education Teachers’ Professional Development and Practices. Educ. Sci. 2022, 12, 652. https://doi.org/10.3390/educsci12100652
Inês H, Pacheco JA, Abelha M, Seabra F. Teaching Students with Learning Difficulties or Disabilities: Regular Education Teachers’ Professional Development and Practices. Education Sciences. 2022; 12(10):652. https://doi.org/10.3390/educsci12100652
Chicago/Turabian StyleInês, Helena, José Augusto Pacheco, Marta Abelha, and Filipa Seabra. 2022. "Teaching Students with Learning Difficulties or Disabilities: Regular Education Teachers’ Professional Development and Practices" Education Sciences 12, no. 10: 652. https://doi.org/10.3390/educsci12100652