TEACHER CAPACITY BUILDING THROUGH CRITICAL REFLECTIVE PRACTICE FOR THE PROMOTION OF INCLUSIVE EDUCATION

TitleTEACHER CAPACITY BUILDING THROUGH CRITICAL REFLECTIVE PRACTICE FOR THE PROMOTION OF INCLUSIVE EDUCATION
Publication TypeJournal Article
Year of Publication2014
AuthorsGennaro, DCD, Pace, EM, Zollo, I, Aiello, P
JournalProblems of Education in the 21st Century
Volume60
Start Page54-66
PaginationDiscontinuous
Date PublishedJuly/2014
Type of ArticleOriginal article
ISSN1822-7864
Other NumbersICID: 1114554
Keywordscritical reflective practice, inclusive education, teacher training
Abstract

In a time where inclusive education has become the underpinning framework of reference for educational policies globally, effective strategies for a smooth and sustainable transformation of educational systems need to be identified. Recent literature on teachers’ attitudes has suggested that the adoption of inclusive policies, although necessary, is not sufficient for its implementation. Particularly, it has highlighted that the successful creation of inclusive environments requires critical reflection on the beliefs and values underpinning the attitudes towards the practical implementation and long-term sustainability of inclusive education. The research presented in this article outlines the historic evolution of the principles characterising inclusive education in Italy and Europe. It then delineates the competencies required for teacher capacity building in inclusive contexts and provides an overview of the founding principles supporting critical reflective practice. In conclusion, it proposes a guided strengths-oriented process aimed at enhancing critical reflection during initial and in-service teacher education courses in order to give teachers the opportunity to reflect on the beliefs and values shaping their practice, as well as explore new routes to bring about improvement and build strategic alliances to be able to handle the complex nature characterising current school contexts.

URLhttp://journals.indexcopernicus.com/abstract.php?icid=1114554
Refereed DesignationRefereed
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