The Role of Teacher Professional Development (TPD) in Improving Educational Outcomes

Abstract

This chapter discusses the role of Teacher Professional Development (TPD) in fortifying inclusive educational environments. It emphasizes Collaborative Professional Development (CPD) as a vital strategy for cultivating positive teacher attitudes towards inclusion, while acknowledging potential risks such as educator burnout. Through the perspectives of Holmqvist and Lelinge (2021) and Vansteenkiste et al. (2020), the chapter explores the multifaceted nature of inclusive education, encompassing practice, policy, advocacy, and philosophy. Key institutional forces are identified as either facilitators or barriers to inclusive practices. The narrative advocates for TPD beyond traditional skills training, suggesting a model that encourages collaborative and reflexive practices to address the complexities inherent in inclusive education. Additionally, the chapter outlines the significance of instructional coaching and reflective practice as means to empower teachers to implement inclusive pedagogies effectually.