Evaluation of an innovative model for teacher professional development on educational inclusion in the UAE

Document Type

Article

Source of Publication

Professional Development in Education

Publication Date

11-24-2023

Abstract

This study explored the viability of applying an innovative model of teacher professional development (PD) within the context of the UAE. Predicated upon a conceptual framework incorporating the principles of content focus, active learning, and duration of training, the model aimed to promote the capability of teachers to meet the needs of all students in their regular classrooms, including ‘students of determination’ (students experiencing special needs). A convergent parallel mixed method research paradigm evaluated the impact of this evidence-based initiative. Analysis suggested that the model verified the criteria upon which it was predicated, and demonstrated its utility in effecting authentic, positive change with regard to teacher learning and encouraging inclusive teaching, evidencing its value as a generalisable model of teacher PD within the UAE. Key contributions to the model’s effectiveness are discussed along with the model’s potential to promote sustained change, and relevant implications.

ISSN

1941-5265

Publisher

Informa UK Limited

Volume

ahead-of-print

Issue

ahead-of-print

First Page

1

Last Page

24

Disciplines

Education

Keywords

Teacher professional development, in-service training, inclusive education, special needs, additional needs, children of determination

Indexed in Scopus

no

Open Access

no

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