Teachers’ Continuous Professional Development for Implementing Inclusive Education for Students with Disabilities in Ethiopia: Evidence from the Sheger City Administration
Abstract
This study explores the current state of teachers’ continuous professional development for implementing inclusive education in the Sheger City Administration in Ethiopia. Using an instrumental multiple case study design, the study investigates teachers’ understanding of existing continuous professional development programmes, the perceived relevance of these programmes to inclusive education, and the challenges teachers encounter in implementing these programmes. Data collection involved a document review, interviews with eight teachers, four principals and two education officials, and focus group discussions with all categories of study participants in order to deepen the understanding of their collective experiences and perspectives. Cross-case data analysis techniques were used to analyse the data. The findings reveal that although the national continuous professional development framework emphasises general teacher skill and knowledge development, it provides limited guidance on inclusive education. Key elements such as disability identification, differentiated instruction, collaborative practice and learner-centred adaptation are insufficiently addressed. As a result, the surveyed teachers reported that existing continuous professional development programmes are not fully relevant to the demands of inclusive classrooms. The study also identified several challenges with regard to effective continuous professional development implementation, including limited understanding and involvement of teachers, inadequate continuous training, lack of prioritisation of inclusive education in continuous professional development planning, time constraints, and insufficient motivation and institutional support. The study emphasises the need for a revised continuous professional development framework that explicitly incorporates inclusive education principles, prioritises collaboration with teachers and provides ongoing support for successful implementation. This necessitates a systemic shift towards inclusive continuous professional development practices that empower teachers to create classrooms that embrace and support the diverse needs of all learners.
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References
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