Using hope theory to understand changes from professional learning in inclusive education

Bibliographic Data

ID11159444
AuthorsEunjae Park (0000-0001-9552-1228, School of Education and Professional Studies Griffith University Brisbane QLD Australia, corresponding author), Loraine Mckay (0000-0003-2871-4606, School of Education and Professional Studies Griffith University Brisbane QLD Australia), Selwyn Carrington (0000-0001-8944-7674, Faculty of Creative Industries, Education and Social Justice Queensland University of Technology Brisbane QLD Australia), Suzanne Carrington, Keely Harper‐Hill (0000-0002-4945-4367, Faculty of Creative Industries, Education and Social Justice Queensland University of Technology Brisbane QLD Australia)
Year2025
Volume51
Issue1
Pages299-320
Publication date2025-02-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueBritish Educational Research Journal (JOURNAL)
Journal identifiersISSN: 0141-1926 • E-ISSN: 1469-3518
PublisherWiley (PUBLISHER • GB)
DOI10.1002/berj.4076
OpenAlexW4403172147
LanguageEN
References cited35

Professional learning for quality teaching is a lifelong enterprise. Nevertheless, it entails a considerable cost with varying outcomes. 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 exploring 18 teachers' professional learning experience with the inclusionEd online platform. The process involved a pre‐training online survey and interviews and employed multiple strategies for data analysis. Descriptive statistics were used for pre‐training survey data to assess teacher‐participants' attitudes towards inclusion and efficacy levels in this area. Subsequently, using Snyder's hope theory and Pantic's teacher agency, we deductively analysed interview data. The quantitative results showed that teacher‐participants had positive beliefs about inclusive education with high efficacy. However, qualitative data analysis uncovered a misalignment between their stated beliefs and enacted beliefs, revealing diverse pathways to both success and challenges in their implementation of inclusive practices. The qualitative analysis, combined with the preliminary survey findings, unveiled the fluidity of hope and identified the influences on shifting hope and maintaining a positive stance. We offer an illustration of teacher professional learning pathways. Understanding how these pathways might be used to increase the value and outcomes of professional learning programmes is discussed. This study concludes with a discussion of theoretical and practical implications and directions for future research

Education theory · Educational research · Higher education · Inclusion (mineral) · Learning theory · Mathematics education · Pedagogy · Political science · Professional development · Social science · Sociology · Adult and Continuing Education Topics · Childhood Cancer Survivors' Quality of Life · Optimism, Hope, and Well-being · Psychology

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