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 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.

摘要

这是一篇系统的文献综述，旨在系统地综合关于全纳教育教师协作专业发展（CPD）的研究。总共有 21 篇文章中的 55 篇基于三个数据符合纳入标准。使用 Cohen's kappa 来衡量一致性，发现评分者之间的一致性为 0.72；实质性的协议。结果表明，包容性教育的定义有所不同，从上学权到通过与同年龄组和环境中的其他同龄人一起参加同一班级的完全包容。因此，协作专业发展的模式也各不相同。大多数研究是小规模项目，没有控制或数据显示提高教师或学生成果或满意度的证据。因此，我们无法获得显示强大 CPD 模型的结果。相反，我们在全纳教育协作专业发展模式的系统和循证研究中定义了研究差距。然而，参与专业发展培训使教师对全纳教育抱有更积极的态度。结果还发现，对包容性最积极的教师也有最高的职业倦怠风险。最后，CPDs 对学生在全纳教育中知识发展的影响的结果是有限的。参加专业发展培训使教师对全纳教育抱有更积极的态度。结果还发现，对包容性最积极的教师也有最高的职业倦怠风险。最后，CPDs 对学生在全纳教育中知识发展的影响的结果是有限的。参加专业发展培训使教师对全纳教育抱有更积极的态度。结果还发现，对包容性最积极的教师也有最高的职业倦怠风险。最后，CPDs 对学生在全纳教育中知识发展的影响的结果是有限的。