Calibrating Professional Learning Approaches for Teachers in Inclusive Classrooms in the Context of Implementation Science
This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article.
In educational systems, schools, and classrooms, the interface among professional learning approaches and the translation and sustained uptake of research-led inclusive practices needs systematic and sustained attention. A range of variables exists with respect to the complexity of adopting leading practices in actual classroom and school settings. These may include teacher effects, diverse student needs, and limited change for the meaningful analysis of the research to practice literature. In the larger context of educational systems and processes of change, likewise, inhibitors and facilitators are encountered when introducing innovative professional learning and changed practices in typical diverse schools. An aspirational model of professional learning for inclusive practices that is informed by the tenets of modern implementation science will assist in defining future directions in this area, from both an empirical and a heuristic perspective.