Some lessons learned about the variables affecting the continuing professional development of teachers for inclusive education

Abstract

The article presents some reflections on the variables to be taken into account in the continuing professional development (CPD) of teachers for inclusive education, based on the research project funded by the University of Alcala 124/2014 entitled "Cooperative learning: an inclusive approach". The case study was carried out during the 2014-2015 school year in a Spanish Public School for Early Childhood and Primary Education, the results shed light on the characteristics that an inclusive teacher should have, based on the perception that the students themselves have and a process of accompaniment in the methodological change, towards more inclusive methodologies in an ordinary classroom context. Through participant observation, in-depth interviews and questionnaires to students, we find some key factors that influence the success of this process and that can help to understand the variables to take into account in the professional development of teachers from an inclusive perspective.