Work

Teachers' inclusive core practices and all students’ perspectives

Year: 2025

Type: article

Abstract: Although there is widespread agreement that inclusive practices should address the needs of all students, research still tends to emphasise certain groups of students over others. This study explores how lower-secondary teachers in highly inclusive Czech schools support all learners and how students perceive these practices. Using extensive ethnographic data - hundreds of teaching observation hours and interviews with six teachers, two assistants, and 42 students - we establish a new framework of inclusive practices. We identify five core practices with ten key strategies and highlight challenges from students’ perspectives. The findings offer insights for educators, researchers, and policymakers on enhancing inclusive teaching. • Teachers' inclusive practices and students' perspectives were explored. • All learners' voices were included. • Highly inclusive teachers' core practices were identified. • A new framework of core inclusive practices was proposed. • Students revealed challenges in implementing teachers' inclusive practices.

Source: Teaching and Teacher Education

DOI: 10.1016/j.tate.2025.105120

Authors: Jana Obrovská, Petr Svojanovský, Umesh Sharma

Institutions: Masaryk University, Monash University

Language: English

Topic: Inclusive Education and Diversity

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: hybrid

Estimated APC paid: $3,380