Teacher Professional Learning for Inclusion

Blue cover of report
This literature review forms the basis for the current Teacher Professional Learning for
Inclusion (TPL4I) project. The project aims to identify the essential policy elements needed
to ensure that all teachers at each stage of their career are prepared for inclusive
education. It focuses on all policies that affect teacher professional learning (TPL): initial
teacher education (ITE), induction, continuing professional development (CPD) and
in-school learning opportunities.

More specifically, TPL4I aims to review what policy documents and research literature say about the following questions:

  • What current policy priorities for all teacher professional learning can be identified in international and European-level documents and in research literature?
  • What national policy frameworks for teacher professional learning are in place in participating member countries, and how are these situated within national contexts (e.g. within different ministries or agencies)?
  • What policy elements or frameworks are needed to prepare all teachers to include all learners?
  • What policy priorities for teacher professional learning required to prepare all teachers to include all learners need further investigation at the European level?

Ultimately, the TPL4I project aims to develop a comprehensive policy framework for professional learning for inclusion. This literature review is the first step in its development.

European Agency for Special Needs and Inclusive Education
Teacher professional development, professional learning, inclusive education
Marginalized & Vulnerable group:
System wide approach, Educational Staff Professional Development
Level of Education:
Across the education sector, Higher Education, Lifelong learning
Type of Resources:
Research & Policy Papers
Europe & North America
Language of Publication: