Teachers’ collaborative professional development for inclusive education
Holmqvist, M. LU
and Lelinge, B.
(2021)
In European Journal of Special Needs Education
36(5).
p.819-833
- Abstract
This is a systematic literature review aiming to systematically synthesize research of teachers’ collaborative professional development (CPD) for inclusive education. In total, 21 articles out of 55 from three data-based met the inclusion criteria. Cohen’s kappa was used to measure the agreement, found that the agreement between the raters was 0.72; substantial agreement. The results show that the definition of inclusive education differs, from the right to school attendance to full inclusion by participating in the same classes as other peers in the same age groups and environment. By that, models for collaborative professional development also vary. Most studies were small-scale projects without controls or data showing evidence for... (More)
This is a systematic literature review aiming to systematically synthesize research of teachers’ collaborative professional development (CPD) for inclusive education. In total, 21 articles out of 55 from three data-based met the inclusion criteria. Cohen’s kappa was used to measure the agreement, found that the agreement between the raters was 0.72; substantial agreement. The results show that the definition of inclusive education differs, from the right to school attendance to full inclusion by participating in the same classes as other peers in the same age groups and environment. By that, models for collaborative professional development also vary. Most studies were small-scale projects without controls or data showing evidence for enhanced teacher or student outcomes or satisfaction. Accordingly, we could not obtain results showing powerful CPD models. We instead defined research gaps in systematic and evidence-based studies of collaborative professional development models for inclusive education. However, participation in professional development trainings resulted in teachers having more positive attitudes towards inclusive education. Results were also found that show that teachers who were most positive about inclusion also had the highest risks of burnout. Finally, results of the CPDs’ effect on students’ knowledge development in inclusive education was limited.
(Less)
- author
- Holmqvist, M.
LU
and Lelinge, B.
- publishing date
- 2021
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- collaborative professional development, inclusive education, Systematic literature review, teachers’ professional development
- in
- European Journal of Special Needs Education
- volume
- 36
- issue
- 5
- pages
- 15 pages
- publisher
- Routledge
- external identifiers
-
- scopus:85095817266
- ISSN
- 0885-6257
- DOI
- 10.1080/08856257.2020.1842974
- language
- English
- LU publication?
- no
- additional info
- Publisher Copyright: © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
- id
- f9f3df6c-72af-446d-9308-ae3fddfa155c
- date added to LUP
- 2023-09-05 13:51:58
- date last changed
- 2023-09-07 15:49:36
@article{f9f3df6c-72af-446d-9308-ae3fddfa155c,
abstract = {{<p>This is a systematic literature review aiming to systematically synthesize research of teachers’ collaborative professional development (CPD) for inclusive education. In total, 21 articles out of 55 from three data-based met the inclusion criteria. Cohen’s kappa was used to measure the agreement, found that the agreement between the raters was 0.72; substantial agreement. The results show that the definition of inclusive education differs, from the right to school attendance to full inclusion by participating in the same classes as other peers in the same age groups and environment. By that, models for collaborative professional development also vary. Most studies were small-scale projects without controls or data showing evidence for enhanced teacher or student outcomes or satisfaction. Accordingly, we could not obtain results showing powerful CPD models. We instead defined research gaps in systematic and evidence-based studies of collaborative professional development models for inclusive education. However, participation in professional development trainings resulted in teachers having more positive attitudes towards inclusive education. Results were also found that show that teachers who were most positive about inclusion also had the highest risks of burnout. Finally, results of the CPDs’ effect on students’ knowledge development in inclusive education was limited.</p>}},
author = {{Holmqvist, M. and Lelinge, B.}},
issn = {{0885-6257}},
keywords = {{collaborative professional development; inclusive education; Systematic literature review; teachers’ professional development}},
language = {{eng}},
number = {{5}},
pages = {{819--833}},
publisher = {{Routledge}},
series = {{European Journal of Special Needs Education}},
title = {{Teachers’ collaborative professional development for inclusive education}},
url = {{http://dx.doi.org/10.1080/08856257.2020.1842974}},
doi = {{10.1080/08856257.2020.1842974}},
volume = {{36}},
year = {{2021}},
}