Mainstream teachers, collegial learning and inclusive education in Sweden
Bibliographic Data
| ID | 21723214 |
|---|---|
| Authors | Gunilla Westman Andersson (0000-0002-5021-0773, Department of Education and Special Education University of Gothenburg Gothenburg Sweden, corresponding author), Ernst Thoutenhoofd (Department of Education and Special Education University of Gothenburg Gothenburg Sweden), Girma Berhanu (0000-0002-0375-2123, Department of Education and Special Education University of Gothenburg Gothenburg Sweden) |
| Year | 2026 |
| Volume | 26 |
| Issue | 3 |
| Publication date | 2026-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Special Educational Needs (JOURNAL) |
| Journal identifiers | ISSN: 1471-3802 • E-ISSN: 1471-3802 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/1471-3802.70135 |
| OpenAlex | W7166723798 |
| Language | EN |
| References cited | 47 |
While educational inclusion is national policy in many countries, good practice is slow to emerge. The study investigated mainstream teachers' orientation towards collegial learning while they participated in a national professionalization programme aimed at expanding schools' capacity for inclusive education in Sweden. Qualitative data collected from a total of 30 interviews and 60 observations from 30 schools who participated in the national professionalization programme were re‐analysed. Results suggest that teachers are both willing and feel able to strive for more inclusive education through collegial learning. However, the data also suggest that vague goals undermine effective use of collegial learning in schools and that national (or above school‐level) coordination of collegial learning practice is needed to achieve goals that are located beyond teachers' and their school's most immediate needs
Collegiality · Higher education · Mainstream · Mainstreaming · Professional development · Professionalization · Qualitative research · Global Educational Policies and Reforms · Innovative Education and Learning Practices · Teacher Education and Leadership Studies
Schools as professional learning communities
Self-efficacy
A scoping review of perceived support needs of teachers for implementing inclusive education
A review of research into stakeholder perspectives on inclusion of students with autism in mainstream schools
Regular primary schoolteachers’ attitudes towards inclusive education
Teaching for inclusion – a review of research on the cooperation between regular teachers and special educators in the work with students in need of special support
Becoming a special educator – Finnish and Swedish students’ views on their future professions
Understanding inclusive education
School district administrators' perspectives on special education policy and practice in Norway and Sweden
Inclusive education in Sweden? A critical analysis
Teacher agency for inclusive education
Segregated education as a challenge to inclusive processes
Pre‐school teachers’, other professionals’, and parental concerns on cooperation in pre‐school – all around children in need of special support
Why teachers find it difficult to include students with EBD in mainstream classes
The importance of job resources and self-efficacy for beginning teachers' professional learning in differentiated instruction
Resolving dilemmas
Inclusion
Three Approaches to Qualitative Content Analysis
A Step-by-Step Process of Thematic Analysis to Develop a Conceptual Model in Qualitative Research
| Highly cited | No |
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