Teacher Professional Development in Implementing Inclusive Education Practices
Paulus Robert Tuerah
NALURI EDUKASI JURNAL PENDIDIKAN · PT. Naluri Edukasi Press · 17 August 2025
Summary based on abstract and available bibliographic information
Editorial Summary
This study conducts a systematic literature review to identify the critical success factors and barriers associated with teacher professional development in inclusive education. It highlights that sustainable pedagogical change requires moving beyond one-off training to comprehensive models involving coaching and peer-led communities.
Central Research Question
What are the effective approaches, barriers, and facilitators for teacher professional development in implementing inclusive education?
Key Findings
Successful implementation of inclusive education requires sustained, multi-level organizational change. Effective professional development models incorporate collaborative consultation, mentoring, and professional learning communities, while barriers often stem from resource constraints and rigid organizational cultures.
Methodology
Qualitative systematic literature review using thematic analysis of research published between 2015-2024.
Evidence
Analysis of peer-reviewed research studies identified recurring themes concerning professional development effectiveness across various educational contexts.
Limitations
Not specified in available source
Why It Matters
For educational leaders in Africa, this research underscores the necessity of moving away from fragmented, short-term training workshops which often fail to shift teacher beliefs. By fostering leadership-supported, ongoing collaborative networks, institutions can better navigate resource constraints to build more inclusive classroom environments. This study provides a blueprint for policy designers to align professional development with institutional capacity building.
Practical Implications
Shift focus from traditional one-time training to sustained mentoring and collaborative learning structures that leverage peer support and school-based leadership.
This page provides an original summary and contextual presentation of the source publication. Consult the original publication for the complete research, evidence, methods and conclusions.
Cite this Publication
Paulus Robert Tuerah (2025). Teacher Professional Development in Implementing Inclusive Education Practices. NALURI EDUKASI JURNAL PENDIDIKAN. https://doi.org/10.64924/cs3h9b14
