Teaching Students with Learning Difficulties or Disabilities: Regular Education Teachers’ Professional Development and Practices
This article focuses on how curricular and pedagogical differentiation for students of special education is perceived by teachers of the second cycle of basic education in Portugal. The objectives of this research were (i) to inquire about the teachers’ perceptions regarding their training path and...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-09-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/12/10/652 |
| _version_ | 1797473642653679616 |
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| author | Helena Inês José Augusto Pacheco Marta Abelha Filipa Seabra |
| author_facet | Helena Inês José Augusto Pacheco Marta Abelha Filipa Seabra |
| author_sort | Helena Inês |
| collection | DOAJ |
| description | This article focuses on how curricular and pedagogical differentiation for students of special education is perceived by teachers of the second cycle of basic education in Portugal. The objectives of this research were (i) to inquire about the teachers’ perceptions regarding their training path and their training needs; (ii) to characterize the teaching practices of teachers, aimed at students of special education; and (iii) to learn the perceptions of these teachers regarding their curricular and pedagogical practices directed at students of special education—this called for an interpretative methodology. The data were collected through semi-structured interviews and subjected to content analysis. The results indicate a widespread concern with teachers’ current professional development and the management of diversity. The respondents’ perceptions, shown as favorable to change, are in line with personalized work, enhancing visible contributions to students’ personal and social development. |
| first_indexed | 2024-03-09T20:20:12Z |
| format | Article |
| id | doaj.art-2ca5623a18164309b937e3e1576b8ed7 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-09T20:20:12Z |
| publishDate | 2022-09-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-2ca5623a18164309b937e3e1576b8ed72023-11-23T23:51:01ZengMDPI AGEducation Sciences2227-71022022-09-01121065210.3390/educsci12100652Teaching Students with Learning Difficulties or Disabilities: Regular Education Teachers’ Professional Development and PracticesHelena Inês0José Augusto Pacheco1Marta Abelha2Filipa Seabra3LE@D, Universidade Aberta, 1269-001 Lisboa, PortugalCIEd, Universidade do Minho, 4704-553 Braga, PortugalLE@D, Universidade Aberta, 1269-001 Lisboa, PortugalLE@D, Universidade Aberta, 1269-001 Lisboa, PortugalThis article focuses on how curricular and pedagogical differentiation for students of special education is perceived by teachers of the second cycle of basic education in Portugal. The objectives of this research were (i) to inquire about the teachers’ perceptions regarding their training path and their training needs; (ii) to characterize the teaching practices of teachers, aimed at students of special education; and (iii) to learn the perceptions of these teachers regarding their curricular and pedagogical practices directed at students of special education—this called for an interpretative methodology. The data were collected through semi-structured interviews and subjected to content analysis. The results indicate a widespread concern with teachers’ current professional development and the management of diversity. The respondents’ perceptions, shown as favorable to change, are in line with personalized work, enhancing visible contributions to students’ personal and social development.https://www.mdpi.com/2227-7102/12/10/652curriculumteacher professional developmentinclusioncurricularpedagogical practice |
| spellingShingle | Helena Inês José Augusto Pacheco Marta Abelha Filipa Seabra Teaching Students with Learning Difficulties or Disabilities: Regular Education Teachers’ Professional Development and Practices Education Sciences curriculum teacher professional development inclusion curricular pedagogical practice |
| title | Teaching Students with Learning Difficulties or Disabilities: Regular Education Teachers’ Professional Development and Practices |
| title_full | Teaching Students with Learning Difficulties or Disabilities: Regular Education Teachers’ Professional Development and Practices |
| title_fullStr | Teaching Students with Learning Difficulties or Disabilities: Regular Education Teachers’ Professional Development and Practices |
| title_full_unstemmed | Teaching Students with Learning Difficulties or Disabilities: Regular Education Teachers’ Professional Development and Practices |
| title_short | Teaching Students with Learning Difficulties or Disabilities: Regular Education Teachers’ Professional Development and Practices |
| title_sort | teaching students with learning difficulties or disabilities regular education teachers professional development and practices |
| topic | curriculum teacher professional development inclusion curricular pedagogical practice |
| url | https://www.mdpi.com/2227-7102/12/10/652 |
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