Aligning Competence Frameworks for Teacher Professional Learning for Inclusion: Conceptual Working Paper

blue page cover
This conceptual working paper presents the theoretical foundation for the process of Aligning Competence Frameworks for Teacher Professional Learning for Inclusion. It raises key questions that have been the focus of the extended Teacher Professional Learning for Inclusion (TPL4I) project activities.

The paper re-affirms and underlines the need for competence frameworks for inclusion to reflect common values and the evidence found for reflecting on inclusive pedagogy throughout a teacher’s professional career. While stressing the need for commonalities, it also acknowledges the diverse steps taken and frameworks used in teacher professional learning for inclusion.

The paper aims to support all those involved to build teacher professional learning for inclusion into existing frameworks and the work of school teams when broadening the professional learning for inclusion target group.
European Agency for Special Needs and Inclusive Education
teacher competences, continuing professional development, teacher professional learning
Marginalized & Vulnerable group:
All, Indigenous & Minorities, Refugees & Migrants, Socially & Economically excluded groups, Persons with disability
System wide approach, Educational Staff Professional Development
Level of Education:
Across the education sector, Early Childhood Education, Primary & Secondary, Technical & Vocational Education, Higher Education, Lifelong learning, Non-formal Education
Type of Resources:
Research & Policy Papers
Europe & North America
Language of Publication: