Outcomes of teacher training in inclusion grounded in practical applications and collaboration
Heisler Wassmer, Nadine (2026)
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi-fe2026042232114
https://urn.fi/URN:NBN:fi-fe2026042232114
Tiivistelmä
Inclusive education has become a central priority in educational systems worldwide,increasing the need for teacher training programs that support the implementation of inclusive practices in everyday classroom contexts. In this context, the purpose of this study was to evaluate the outcomes of a teacher training program developed and delivered by Instituto Domlexia in Brazil for Basic Education teachers.
The training focuses on practical tools and strategies for inclusive education and emphasizes their application in teachers’ daily practice, while also fostering an environment that encourages collaboration and reflection among educators regarding the inclusion process in classrooms.
This study followed an action research approach and was conducted during the implementation of the training with two groups of teachers: one from the public school system and another from a private school. Data was collected through questionnaires administered before, during, and after the training, assessing teachers’ self-perceived competence in relation to inclusive practices, the elements that contributed to changes and possible barriers. Structured observations conducted by the instructor and mentors were also collected, as well as interviews were conducted with the principal and coordinators of both schools to gather qualitative insights regarding the perceived effectiveness of the training.
The results were analyzed using the Kirkpatrick model, which evaluates training effectiveness across four levels: reaction, learning, behavior, and results. The analysis identified positive outcomes in teachers’ perceived competence and in the practical application of inclusive education strategies in classroom contexts. It also highlighted key elements that supported these changes, particularly opportunities for reflection, collaboration, and contextualized practice. At the same time, the study identified structural and contextual barriers that may limit the broader implementation of inclusive practices in schools.
These findings contribute to the understanding of how practice-oriented teacher training programs can support the implementation of inclusive education and provide recommendations for the further development of training models aimed at generating greater impact in school contexts
The training focuses on practical tools and strategies for inclusive education and emphasizes their application in teachers’ daily practice, while also fostering an environment that encourages collaboration and reflection among educators regarding the inclusion process in classrooms.
This study followed an action research approach and was conducted during the implementation of the training with two groups of teachers: one from the public school system and another from a private school. Data was collected through questionnaires administered before, during, and after the training, assessing teachers’ self-perceived competence in relation to inclusive practices, the elements that contributed to changes and possible barriers. Structured observations conducted by the instructor and mentors were also collected, as well as interviews were conducted with the principal and coordinators of both schools to gather qualitative insights regarding the perceived effectiveness of the training.
The results were analyzed using the Kirkpatrick model, which evaluates training effectiveness across four levels: reaction, learning, behavior, and results. The analysis identified positive outcomes in teachers’ perceived competence and in the practical application of inclusive education strategies in classroom contexts. It also highlighted key elements that supported these changes, particularly opportunities for reflection, collaboration, and contextualized practice. At the same time, the study identified structural and contextual barriers that may limit the broader implementation of inclusive practices in schools.
These findings contribute to the understanding of how practice-oriented teacher training programs can support the implementation of inclusive education and provide recommendations for the further development of training models aimed at generating greater impact in school contexts