Transforming Teacher Education to Repair Educational Inequality

• In Event: Toward Just and Equitable Teacher Preparation: A Global Conversation

Abstract

Objectives/purpose
The purpose of this paper is to address recent policy developments in Portugal towards more equitable practices in the context of initial teacher preparation.

Theoretical framework/perspectives
Portugal’s education system has evolved greatly over the last five decades of democracy (1974-2024). Amongst other issues, inclusion has been identified as a key feature. Portugal’s inclusive education framework is among the most comprehensive of OECD countries (OECD, 2022). The same report highlights the programmes, resources and support structures developed in the Portuguese context “to meet the needs of all students and to promote educational equity and inclusion more broadly.” In 2018, following the publication of the Profile of the Student at the End of Compulsory Education (12 years), – which identifies the set of principles, values and competencies for curriculum development – two key policy documents were issued: Curriculum Autonomy and Flexibility (Decree-Law nº 55) and Inclusive Education (Decree-Law nº 54). The Decree-Law nº 54 is based on the notion that all students have learning potential, as long as they receive adequate support. These policy initiatives are important to promote diversity, equity and inclusion in Portuguese schools with implications for initial teacher education.

Methods/data collection
This study is part of a wider project derived from a large-scale EU-funded project (focusing on issues of equity and diversity) aimed at mapping and interpreting official documents (macro) and institutional (meso) levels and the practices (micro-level). The paper draws on document analysis as well as on data from focus groups with student teachers and with teacher educators.

Findings
A new policy for teacher education was issued in November 2023 (Decree-Law nº112/2023). While the main reason for this restructuring process stems from the need to solve the problem of teacher shortage, the new policy stipulates inclusive education as one of the topics to be covered in teacher education curriculum. From the macro level analysis, it is possible to identify a variety of strategies and formats. Findings from the focus group point to positive views of existing practices in initial teacher education. For instance, student teachers spoke of the inspiration and modeling provided by some teacher educators who address equity and diversity exemplarily, but they also identify the need for more specific practical and theoretical training. In turn, teacher educators see opportunities for development through internal and external initiatives, such as the Council of Europe, as well as volunteering programmes and international projects. However, there is consensus on the need for greater institutional support and specific continuous training programs for equity and diversity.

Significance
Although teacher education for inclusion has been identified internationally, there is room for improvement in this field (Florian & Camedda, 2020; Alves, 2020). A more systematic and intentional approach is needed with a more explicit focus on equity, inclusion, and diversity. This approach must be supported by a robust institutional commitment and innovative and inclusive pedagogical practices.

Author

• Maria A. Flores, University of Minho