A Level Playing Field: PLCs as a Sustainable Model of Professional Learning to Support the Enactment of Inclusive Pedagogy to Support All Learners in Post-Primary Schools
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| Title: | A Level Playing Field: PLCs as a Sustainable Model of Professional Learning to Support the Enactment of Inclusive Pedagogy to Support All Learners in Post-Primary Schools |
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| Language: | English |
| Authors: | Caitriona Pennycook (ORCID |
| Source: | Journal of Research in Special Educational Needs. 2026 26(3). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Communities of Practice, Foreign Countries, Inclusion, Secondary School Teachers, Partnerships in Education, College School Cooperation |
| Geographic Terms: | Ireland |
| DOI: | 10.1111/1471-3802.70134 |
| ISSN: | 1471-3802 |
| Abstract: | Despite the strong policy and legislative context for inclusive education worldwide, its definition lacks consensus, and debate exists around its enactment. While there is growing research on how inclusive pedagogy can support teachers to create inclusive classrooms, it mainly relates to primary education. Given the distinct challenges to inclusion in post-primary schools, research explicitly focusing on how to enact inclusive pedagogy in these settings is essential. This is particularly important in the Republic of Ireland in the context of increasing diversity of learning needs and the significant need for teacher professional learning (PL) in this area. This study aims to address gaps in the literature by exploring how professional learning communities (PLCs) in two Irish post-primary schools supported teacher enactment of inclusive pedagogy to meet the needs of all learners through a school-university partnership. Qualitative data from 20 participants revealed that the PLCs were an effective structure for collaboration that supported teachers to enact inclusive pedagogy. This study adds to the limited body of research on inclusive pedagogy in post-primary schools by offering a sustainable PL model to practically support post-primary teachers in creating inclusive classrooms that meet the needs of all learners. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1513133 |
| Database: | ERIC |
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