Continuing professional development (CPD) as a means to reducing barriers to inclusive education: research study of the education of refugee children in the Czech Republic

The article supports the view that teachers are key to quality inclusive education and that continuing professional development (CPD) plays an essential role in promoting pro-inclusion changes in education systems. It reports and uses the findings from a research study focused on the educational exp...

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Bibliographic Details
Published in:European journal of special needs education 2013-05, Vol.28 (2), p.203-216
Main Authors: Bačáková, Markéta, Closs, Alison
Format: Article
Language:English
Subjects:
Agency Cooperation
Asians
Barriers
Children
CPD
Czech Republic
Education
Educational Experience
Educational Quality
Family School Relationship
Foreign Countries
Immigrants
Inclusion
Inclusive education
Political culture
Postcommunist societies
Professional Continuing Education
Professional development
Prospects
refugee
Refugees
Seminars
Social Change
Teacher Collaboration
teacher development
Teacher Education
Teachers
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Summary:The article supports the view that teachers are key to quality inclusive education and that continuing professional development (CPD) plays an essential role in promoting pro-inclusion changes in education systems. It reports and uses the findings from a research study focused on the educational experiences of two groups of Myanmar (Burmese) refugee children in the Czech Republic to explore the generic and specific teacher development requirements in a country where pro-inclusive education development still faces a range of barriers. The authors describe a specifically designed refugee-relevant CPD seminar participated in by teachers and other professionals involved with the second group of refugee children. The outcomes from the seminar, including improved support for children's learning, teacher's grasp of relevant information, inter-teacher and inter-agency collaboration, and school staff's willingness to undertake further relevant CPD, are discussed. Alongside such positive developments, some exclusive practices were faced by the refugee children and their parents in both groups. These are contextualised within the post-socialist socio/cultural/political environment of the Czech Republic that impacts on the education system, schools and teachers and on the prospects for educational inclusion. The article recognises the urgent need for systemic reform of national teacher development. The authors conclude by arguing for existing Czech pro-inclusion practices to be promoted alongside international practices and policies in teacher development.
ISSN:0885-6257
1469-591X
DOI:10.1080/08856257.2013.778108