Enacting Education Policy Reform in Portugal -- The Process of Change and the Role of Teacher Education for Inclusion

Autor/in	Alves, Ines
Titel	Enacting Education Policy Reform in Portugal -- The Process of Change and the Role of Teacher Education for Inclusion
Quelle	In: European Journal of Teacher Education, 43 (2020) 1, S.64-82 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alves, Ines)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2019.1693995
Schlagwörter	Educational Change; Educational Policy; Foreign Countries; Inclusion; Educational Trends; Policy Formation; Educational Quality; Faculty Development; Informal Education; Teacher Education; Knowledge Base for Teaching; Mainstreaming; Special Needs Students; Consciousness Raising; Role; Change Strategies; Portugal + Suchen Sie Ihr Suchwort? Bildungsreform; Politics of education; Bildungspolitik; Ausland; Inklusion; Bildungsentwicklung; Politische Betätigung; Quality of education; Bildungsqualität; Informelle Bildung; Nichtformale Bildung; Lehrerausbildung; Lehrerbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Sonderpädagogischer Förderbedarf; Bewusstseinsbildung; Rollen; Lösungsstrategie
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01