Inclusive practice: teach as you preach : informing the professional development of Pabo-Zorg lecturers for future inclusive teaching practice
De Peuter, Cornelia Margaretha (2026)
2026
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-202604146471
https://urn.fi/URN:NBN:fi:amk-202604146471
Tiivistelmä
Inclusive education is a key policy goal, but it is challenging for teachers to implement inclusive strategies in the classroom. Teacher education plays a central role in preparing student-teachers for inclusion; lecturers' modelling of strategies is a powerful tool to enhance inclusive education. This study, therefore, explored how professional development can support Pabo-Zorg lecturers at Hanze University of Applied Sciences in applying inclusive pedagogical and di-dactical strategies.
Observations and self-evaluations of lecturers (N=11), combined with a focus group (N=5), examined current use of inclusive strategies and perceived barriers and enablers. Findings reveal that lecturers generally foster safe, supportive, and structured learning environments. However, active learning, differentiation, and culturally responsive teaching were applied inconsistently. Enablers included strong student relationships, interactive teaching, autonomy, and intercultural integration. Barriers included limited time, large and diverse groups, low participation, and organisational constraints.
While lecturers show strong relational and pedagogical skills, development is needed in complex didactic and organisational competencies. Professional development should be practical, context-specific, and collaborative. Recommended actions:
- Use the observation/self-evaluation tool to guide reflection and feedback.
- Schedule regular intervision sessions for peer consultation and experi-ence sharing.
- Organise workshops on differentiation, culturally responsive teaching, and critical thinking.
These steps support consistent application of inclusive strategies, model inclusive practices for future teachers, and thereby contribute to equitable and diverse learning environments for all children.
Observations and self-evaluations of lecturers (N=11), combined with a focus group (N=5), examined current use of inclusive strategies and perceived barriers and enablers. Findings reveal that lecturers generally foster safe, supportive, and structured learning environments. However, active learning, differentiation, and culturally responsive teaching were applied inconsistently. Enablers included strong student relationships, interactive teaching, autonomy, and intercultural integration. Barriers included limited time, large and diverse groups, low participation, and organisational constraints.
While lecturers show strong relational and pedagogical skills, development is needed in complex didactic and organisational competencies. Professional development should be practical, context-specific, and collaborative. Recommended actions:
- Use the observation/self-evaluation tool to guide reflection and feedback.
- Schedule regular intervision sessions for peer consultation and experi-ence sharing.
- Organise workshops on differentiation, culturally responsive teaching, and critical thinking.
These steps support consistent application of inclusive strategies, model inclusive practices for future teachers, and thereby contribute to equitable and diverse learning environments for all children.