Developing inclusive professional learning communities in challenging contexts. Secondary analysis of case studies
DOI:
https://doi.org/10.5902/1984644485437Keywords:
Inclusive education, Pedagogical guidance, Leadership, Professional learning community, Quality of education, Secondary educationAbstract
The study analyses the development of inclusive projects in secondary education that advance as professional learning communities in challenging contexts. It conducts a secondary analysis of four case studies purposively selected as 'good practices' of inclusion. It analyzes the results of five Master's theses describing the reality of educational inclusion and active struggle against failure from the indicators of "Index for Inclusion". It develop inclusive cultures, policies and practices. It have particular collective projects that emphasize participation and involvement in learning processes. All schools are progressing as PLC, but each is at a different stage of development, with different processes and levers for change. It see methodological change, commitment, mutual support and professional collaboration as key to inclusion. Its middle leaders and the driving team nurture the relationships and trust of the teaching team. They highlight the figure of the counsellor, as a support and connector, and his or her work as a critical colleague and leader from the middle.
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