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ERIC Number: EJ872440
Record Type: Journal
Publication Date: 2010
Pages: 14
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-1710-2146
The Context of Professional Learning for Inclusion: A 4-Ply Model
O'Gorman, Elizabeth
International Journal of Whole Schooling, v6 n1 p39-52 2010
This paper outlines the findings from one dimension of a large-scale research project which addressed the PL requirements of specialist inclusion/SEN teachers in Ireland. Two aspects relating to the context of professional learning are explored here: the professional learning opportunities preferred by teachers and the professional learning opportunities which, in principals' and teachers' estimations have been found to be most beneficial in enhancing teachers' expertise. In the light of the research findings and current literature pertaining to the area, opportunities for PL for inclusion are reviewed and a "4-ply" model proposed which draws on four complementary layers: system supports, tertiary level input, school development and teacher self-enhancement. (Contains 2 tables.)
Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail: wholeschooling@twmi.rr.com; Web site: http://www.wholeschooling.net
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland