Teachers’ experiences of transformative professional learning to narrow the values practice gap related to inclusive practice

Figures & data

Table 1. Participant profiles

Pseudonym	Teaching experience study 1	Teaching role 2015/2016	Teaching role 2017/2018
Diane	4– 7	Junior Infants (4/5 years old)	6^th Class (12 years)
Hilary	4– 7	Junior Infants	4^th Class
Kieran	8– 10	Senior Infants (5/6 years)	Junior Infants
Rebecca	1– 3	Senior Infants	Autism Class
Niall	1– 3	1^st Class (7 years)	Autism Class
Niamh	4– 7	3^rd Class (9 years)	Special Ed. Teacher
Anne	4– 7	3^rd Class	Non-participation
Emily	1– 3	4^th Class (10 years)	1^st Class
Deputy Principal	11+	Administrative	Administrative
Principal	11+	Administrative	Administrative

Figure 1. Conceptual framework (Brennan et al., 2019).

Brennan, A., King, F., & Travers, J. (2019) Supporting the enactment of inclusive pedagogy in a primary school. International Journal of Inclusive Education. Retrieved June 2019 from: https://www.tandfonline.com/doi/full/10.1080/13603116.2019.1625452

 Google Scholar