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

by SCIENTER and CEP

Regional MeetingPolicies and Practices for the Preparation of Teachers for Inclusive Eduation in Contexts of Social and Cutlural Diversity: Research and ActionsTorino, 7th December 2009 

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

Overall aim: to contribute to the inclusive education and training policies and practices in Western Balkans

Objectives:• to analyse policies and practices of teachers’

pre-service education and in-service professional development in each country

• to identify issues, challenges and good practice in the region with regard to competences required for inclusive education by primary and secondary teachers

Inclusive education needs teachers prepared to deal with in- and of out-of-school factors, such as parental and community involvement.

Teacher competence in 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.

What teacher competences are needed for inclusive education in situations of social and 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 teacher preparation for inclusive education be improved?

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

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

Predominantly qualitative enquiry about context, policies and practices for pre-service and 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

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

Core Operational Team EU Experts

Anthony F. Camilleri, Vanja Ivošević, Nataša Pantić, Daniela Proli, Martina VukasovićAlison Closs, Pavel Zgaga

etf@scienter.org

Albania Estevan Ikonomi, Bardhyl MusaiKseanela Sotirofski

etf-albania@scienter.org

Bosnia and Herzegovina

Selma Džemidžić, Lejla KarijaševićTamara Pribišev-Beleslin

etf-bosnia@scienter.org

Croatia Ivana Batarelo-Kokić, Anton Vukelić Neven Hrvatić, Maja Ljubić

etf-croatia@scienter.org

Kosova (1244 UNSCR)

Xhavit Rexhaj, Ardita Hima Melinda Mula

etf-kosovo@scienter.org

FYR of Macedonia

Ognen Spasovski Safet Ballazhi, Eben Friedman

etf-macedonia@scienter.org

Montenegro Tamara Milić, Velibor BoškovićAnita Marić, Vanja Stanišić

etf-montenegro@scienter.org

Serbia Sunčica Macura, Ibolya GeraMirjana Kovačević

etf-serbia@scienter.org