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ERIC Number: EJ1240970
Record Type: Journal
Publication Date: 2020
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0261-9768
EISSN: N/A
Enacting Education Policy Reform in Portugal -- The Process of Change and the Role of Teacher Education for Inclusion
Alves, Ines
European Journal of Teacher Education, v43 n1 p64-82 2020
The international trend to develop inclusive systems, has resulted in pressure on national governments to develop policies that promote quality education for all. In 2017-18 Portugal has adopted progressive educational policies with regards to inclusive education, that attempt to reconcile school values, curriculum and pedagogies. This article critically analyses changes proposed by this wave of educational policy reform and establishes the need for a strong continuous professional development of mainstream teachers to support them to develop as reflexive and inclusive practitioners. The analysis applies two models of change to examine the 'policy ecology' and consider the initiatives used to enact change in Portuguese schools. The policies have prioritised the development of schools in which all students are welcome, able to participate and succeed. While this wave of policy reform has relied both on formal and non-formal forms of teacher education, there is a danger of superficial approaches that may not support teachers in the process of change.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Portugal
Grant or Contract Numbers: N/A