Mapping Policies and Practices for the Preparation of Teachers for Inclusive Education in Contexts of Social and Cultura

1. Mapping Policies and Practices forthe Preparation of Teachers forInclusive Education in Contexts ofSocial and Cultural Diversity by SCIENTER and CEP Regional Meeting Policies and Practices for the Preparation of Teachers for Inclusive Eduation in Contexts of Social and Cutlural Diversity: Research and Actions Torino, 7th December 2009

2. Presentation • Study objectives • Importance of teachers for inclusion • Research questions • Research in the region • Relevance for policies • Methodology • Participants • Contacts

3. Study aim and objectives Overall aim:to contribute to theinclusive education and training policies and practices in Western Balkans Objectives: • to analyse policies and practices of teachers’ pre-service education and in-serviceprofessional development in each country • to identify issues, challenges and good practice in the regionwithregard to competences required for inclusive education byprimary and secondary teachers

4. Importance of teachers for inclusion • Inclusive educationneeds teachers prepared to deal with in- and of out-of-school factors, such as parental and community involvement. • Teacher competencein recognising, valuing and dealing with diversity is crucial for social and educational inclusion. • Teacher preparation based on competencies for work in real contexts ties to the reform of higher education in the Bologna Process.

5. Research questions • What teacher competences are needed for inclusive education in situations of socialand cultural diversity? • What is the current situation regarding the inputs, processes and outcomes of (1)pre-service and (2) in-service teacher preparation for inclusive education? • How can the situation regarding (1) pre-service and (2) in-service teacherpreparation for inclusive education be improved?

6. Research in the region • Despite the strong international focus on teacher education, the region is still lagging behind • Fragmented organisation of teacher education (pre-primary, class and subject teachers) and absence of multidisciplinary studies of education preclude a stronger focus on teacher education and research • Yet, some relevant research is carried out at universities, research institutes and NGOs

7. Relevance for policies • Increasingly policy-makers recognise the importance of research and make use of the existing studies (largely by NGOs) • But, policy-making and implementation processes in the region lack systematic and effective support in research evidence

8. Methodology • Predominantly qualitative enquiry • about context, policies and practices • forpre-serviceand in-service teacher preparation • including analysis of documents and field data • collected in interviews and focus groups with • teachers, teacher educators, school directors, parents, community representatives, policy-makers and NGOs • and in a complementary survey of teacher preparation • Content analysis of qualitative data to provide rich descriptions of different perspectives

9. Participants • teachers ≈ 385 • teacher educators ≈ 180 • school management ≈ 75 • parents ≈ 195 • local authorities ≈ 44 • policy-makers ≈ 35 • student teachers ≈ 93 • NGO and INGO representatives ≈ 56 • other 51

10. Contacts