Inclusive teaching: preparing all teachers to teach all students

An important element of inclusive education involves ensuring that all teachers are prepared to teach all students. Inclusion cannot be realized unless teachers are empowered agents of change, with values, knowledge and attitudes that permit every student to succeed. Despite their differences in teacher standards and qualifications, education systems are increasingly moving away from identifying problems with learners and towards identifying barriers to learning. To complete this shift, education systems must design teacher education and professional learning opportunities that dispel entrenched views that some students are deficient, unable to learn or incapable. This paper describes how countries are responding to the challenge of teacher preparation for inclusion, using country examples from the Profiles Enhancing Education Reviews (PEER) website developed for the 2020 Global Education Monitoring Report, a new tool bringing together national experiences to facilitate peer dialogue within and between countries. It provides an overview of teacher training programmes, touching upon issues of implementation, monitoring and evaluation, and support mechanisms.

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