Abstract:
Professional learning for quality teaching is a lifelong enterprise. The outcome should enhance teachers’ practice in such a way that their efficacy and optimism are sustained and translate into positive learning outcomes for all students, however, this is not always the case. As teachers participate in dynamic roles across various contexts, their professional requirements undergo changes throughout their career trajectory. Consequently, there is no single ideal model for professional learning that universally applies to all situations. Drawing on Snyder’s hope theory and Pantic’s teacher agency, this paper aims to present a model aimed at deepening our understanding of teachers’ intentions and competencies in inclusive education. The model formulates a professional learning cycle tailored to address their unique needs. This study draws on data from a larger qualitative dominant mixed methods study that investigated 18 teachers’ professional learning experience with the inclusionEd online platform developed by AutismCRC. The qualitative analysis, combined with the preliminary survey findings, unveiled four stages of shifting hope: (a) hope “full”, (b) hope “loss”, (c) “wavering” hope, and (d) “flourishing” hope.
We present this model to understand teachers’ readiness for inclusive practices and its role in guiding professional learning support. Our participant group’s initial outlook was labelled as hope “full,” reflecting their positive intentions and willingness towards inclusive education expressed in the initial survey. A positive shift was experienced by some, where optimism and effectiveness grew through purposeful goal-setting and well-thought-out pathways planning. Some teachers experienced "hope loss" due to diminished agency, efficacy, or negative emotions, reflecting a decline in their optimism towards inclusive education. They encounter fluctuating hope when faced with new challenges, hindered by insufficient goal-setting or pathway plans that limit their ability to achieve or envision success. Conversely, teachers committed to professional learning and willing to step outside their comfort zones, despite challenges such as diminished self-efficacy, limited confidence due to knowledge gaps, discomfort with exposed weaknesses, or discrepancies between their beliefs and practices, were categorised as experiencing "Wavering hope". We acknowledge that the placement of participants on this map is dynamic and susceptible to shifts caused by new contextual or personal factors. This implies that transitioning from "flourishing hope" to "wavering hope" is integral to the learning cycle, wherein new barriers periodically test their efficacy, agency, and optimism. The study proposes fostering hope among teachers through goal-setting and supportive professional learning to enhance inclusive practices and sustain focus on innovative teaching amidst challenges.
We present this model to understand teachers’ readiness for inclusive practices and its role in guiding professional learning support. Our participant group’s initial outlook was labelled as hope “full,” reflecting their positive intentions and willingness towards inclusive education expressed in the initial survey. A positive shift was experienced by some, where optimism and effectiveness grew through purposeful goal-setting and well-thought-out pathways planning. Some teachers experienced "hope loss" due to diminished agency, efficacy, or negative emotions, reflecting a decline in their optimism towards inclusive education. They encounter fluctuating hope when faced with new challenges, hindered by insufficient goal-setting or pathway plans that limit their ability to achieve or envision success. Conversely, teachers committed to professional learning and willing to step outside their comfort zones, despite challenges such as diminished self-efficacy, limited confidence due to knowledge gaps, discomfort with exposed weaknesses, or discrepancies between their beliefs and practices, were categorised as experiencing "Wavering hope". We acknowledge that the placement of participants on this map is dynamic and susceptible to shifts caused by new contextual or personal factors. This implies that transitioning from "flourishing hope" to "wavering hope" is integral to the learning cycle, wherein new barriers periodically test their efficacy, agency, and optimism. The study proposes fostering hope among teachers through goal-setting and supportive professional learning to enhance inclusive practices and sustain focus on innovative teaching amidst challenges.