Inclusive Education in Portugal: Teachers’ Professional Development, Working Conditions, and Instructional Efficacy
Inclusive education policies thin the boundaries of special and regular education as well as teachers’ roles and competencies. The present study, using data from TALIS 2018, aims to find out whether Portuguese teachers working in classes directed entirely or mainly to special education needs student...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2021-04-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/11/4/169 |
| _version_ | 1797538802593431552 |
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| author | João Lamego Lopes Célia Regina Oliveira |
| author_facet | João Lamego Lopes Célia Regina Oliveira |
| author_sort | João Lamego Lopes |
| collection | DOAJ |
| description | Inclusive education policies thin the boundaries of special and regular education as well as teachers’ roles and competencies. The present study, using data from TALIS 2018, aims to find out whether Portuguese teachers working in classes directed entirely or mainly to special education needs students (SENS) differ from teachers working in classes with few or no SENS in the following areas: (a) professional development needs in special education; (b) perceived barriers to professional development; and (c) teaching and work features related to SENS. The results show small but significant differences between teachers working and teachers not working entirely or mainly with SENS in professional development needs, perceived opportunities for professional development, and stress involved in modifying SENS lessons. No other significant differences were found. Still, the results show that both groups of teachers perceive significant professional development needs and barriers to professional development but are optimistic about the quality of professional development, job satisfaction, and self-efficacy in instruction. However, teachers of both groups are pessimistic about professional collaboration, a key element of inclusive education. Overall, it seems that some critical elements of inclusive education are still to be implemented in Portuguese schools. |
| first_indexed | 2024-03-10T12:36:35Z |
| format | Article |
| id | doaj.art-4438e73164244b39a1fe1cadde4e28b8 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-10T12:36:35Z |
| publishDate | 2021-04-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-4438e73164244b39a1fe1cadde4e28b82023-11-21T14:13:20ZengMDPI AGEducation Sciences2227-71022021-04-0111416910.3390/educsci11040169Inclusive Education in Portugal: Teachers’ Professional Development, Working Conditions, and Instructional EfficacyJoão Lamego Lopes0Célia Regina Oliveira1School of Psychology, University of Minho, 4710-057 Braga, PortugalHei-Lab: Digital Human-Environment Interaction Lab, Lusófona University of Porto, 4000-098 Porto, PortugalInclusive education policies thin the boundaries of special and regular education as well as teachers’ roles and competencies. The present study, using data from TALIS 2018, aims to find out whether Portuguese teachers working in classes directed entirely or mainly to special education needs students (SENS) differ from teachers working in classes with few or no SENS in the following areas: (a) professional development needs in special education; (b) perceived barriers to professional development; and (c) teaching and work features related to SENS. The results show small but significant differences between teachers working and teachers not working entirely or mainly with SENS in professional development needs, perceived opportunities for professional development, and stress involved in modifying SENS lessons. No other significant differences were found. Still, the results show that both groups of teachers perceive significant professional development needs and barriers to professional development but are optimistic about the quality of professional development, job satisfaction, and self-efficacy in instruction. However, teachers of both groups are pessimistic about professional collaboration, a key element of inclusive education. Overall, it seems that some critical elements of inclusive education are still to be implemented in Portuguese schools.https://www.mdpi.com/2227-7102/11/4/169inclusionprofessional developmentspecial educationSEN studentsTALIS 20 |
| spellingShingle | João Lamego Lopes Célia Regina Oliveira Inclusive Education in Portugal: Teachers’ Professional Development, Working Conditions, and Instructional Efficacy Education Sciences inclusion professional development special education SEN students TALIS 20 |
| title | Inclusive Education in Portugal: Teachers’ Professional Development, Working Conditions, and Instructional Efficacy |
| title_full | Inclusive Education in Portugal: Teachers’ Professional Development, Working Conditions, and Instructional Efficacy |
| title_fullStr | Inclusive Education in Portugal: Teachers’ Professional Development, Working Conditions, and Instructional Efficacy |
| title_full_unstemmed | Inclusive Education in Portugal: Teachers’ Professional Development, Working Conditions, and Instructional Efficacy |
| title_short | Inclusive Education in Portugal: Teachers’ Professional Development, Working Conditions, and Instructional Efficacy |
| title_sort | inclusive education in portugal teachers professional development working conditions and instructional efficacy |
| topic | inclusion professional development special education SEN students TALIS 20 |
| url | https://www.mdpi.com/2227-7102/11/4/169 |
| work_keys_str_mv | AT joaolamegolopes inclusiveeducationinportugalteachersprofessionaldevelopmentworkingconditionsandinstructionalefficacy AT celiareginaoliveira inclusiveeducationinportugalteachersprofessionaldevelopmentworkingconditionsandinstructionalefficacy |