Teacher Professional Learning for Inclusion: An Analysis of Country Policies in Europe

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Teacher professional learning (TPL) for inclusion is a topic that increasingly attracts the attention of teachers, researchers and policy-makers. A range of TPL opportunities is available in different phases of teachers’ careers, from initial teacher education (ITE), to induction, continuing professional development (CPD) and teacher educators’ learning. These opportunities, which aim to prepare all teachers to include all learners, are at the centre of local, national, regional, European and international debates.

This report is one of the outputs of the Teacher Professional Learning for Inclusion (TPL4I) project, by the European Agency for Special Needs and Inclusive Education (the Agency). Phase 1 of the TPL4I project started in autumn 2018 and was completed in 2020. This work aimed to identify the policy elements and framework needed to ensure all teachers, at each stage of their career, are prepared for inclusive education. It focused on TPL policies covering the continuum of professional learning throughout a teacher’s career, as well as the professional learning of specialists and support staff working with teachers in inclusive classrooms and schools.
European Agency for Special Needs and Inclusive Education
Teacher professional development
Marginalized & Vulnerable group:
Refugees & Migrants, Socially & Economically excluded groups, Persons with disability
System wide approach, Curriculum, ICTs, Inclusive Pedagogy & Practices, Language of Instruction, 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:
Guidelines and Tools, Research & Policy Papers
Europe & North America
Language of Publication: