ABSTRACT

The literature supports transformative models of professional learning and development (PLD) such as professional learning communities (PLCs). However, there is a research gap relating to PLCs for inclusive practice. This paper draws on findings from a qualitative study with 10 teachers in an urban primary school in the Republic of Ireland, who engaged in a PLC for inclusive practice facilitated by one of the researchers. Two years later the researchers undertook semi-structured interviews with nine of the original participants and five classroom observations to explore if and how teachers can sustain inclusive practices in changing times. The findings evidenced sustained changes in teachers’ individual and collaborative practices, affirming an argument that PLCs can support teachers to develop and sustain inclusive practices in the longer term. This paper offers a conceptual framework for prospectively planning PLCs to narrow the values practice gap for inclusive practice.

摘要

文献支持专业学习和发展 (PLD) 的变革模型，例如专业学习社区 (PLC)。然而，在包容性实践中存在与 PLC 相关的研究空白。本文借鉴了对爱尔兰共和国一所城市小学的 10 名教师进行的定性研究的结果，这些教师参与了由一名研究人员推动的包容性实践的 PLC。两年后，研究人员对 9 名原始参与者和 5 次课堂观察进行了半结构化访谈，以探索教师是否以及如何在不断变化的时代维持包容性实践。研究结果证明了教师个人和协作实践的持续变化，证实了 PLC 可以支持教师在长期内发展和维持包容性实践的论点。