Preparing Teachers to Work in Inclusive Classrooms

Abstract

The increasing cultural, linguistic, and developmental diversity of today’s classrooms demands more inclusive approaches to schooling, but classroom teachers often report feeling unprepared for inclusive education. This article reports some lessons learned from the Inclusive Practice Project, a teacher education reform project that has developed an innovative approach to preparing teachers to enter a profession in which they take responsibility for the learning and achievement of all students. It identifies four crucial issues, describes how they were addressed, and considers the challenges of professional development of teacher educators that emerged from the project studies. Key lessons focusing on the professional development of teacher educators in the establishment of a new curricular approach to teacher education for inclusive education are discussed.