Conference Agenda

This proposal is part of an Educational Doctorate (EdD) that explores the roll of the small rural school in its community in Scotland. Corbett (2015) states that rural schools are embedded in communities and often at the heart of rural communities. The particular focus of the study is to better understand the impact of national education policy on small rural schools ensuring equity of learning and teaching across Scotland. Barret et al (2015) suggests that rural schools remain under-examined relative to their suburban and urban counterparts, and this is relevant when looking at the national drive for equity, excellence and raising attainment.

The research has incorporated ethnography, trough portraiture and will showcase how these methods have captured a wealth of knowledge and experience of the context to provide equity of learning and teaching. The “portrait” created will demonstrate the innovative ways that equity is embedded within these rural schools and captures the unique and valuable contributions to education.

The study will focus on data from the fieldwork carried out in a small rural school. Field notes were often moments in time captured to reflect a particular portrait or memo of the moment or day that included reflection on each of the core elements of portraiture (context, voice, and relationship) Miles and Huberman (1994). Portraits were created by teachers and researcher. This brings a shared understanding of equity and inclusion.

Portraiture methodology was used to interpret data and present portraits to “capture the richness, complexity and dimensionality of the human experience in the social and cultural context,” of the rural school (Lawrence-Lightfoot and Hoffman Davis 1997 p 3)

The outcome of the research work will provide a wider understanding of rural context and implications for policy and future training for teachers through the lens of equity and equitable teahcing practices.

The paper is based on the premise that diverse individuals come together in a classroom community, and that the quality of their learning and holistic development depends on the quality of their wellbeing in the classroom. Classroom teachers have a particularly important role and responsibility in building and maintaining the classroom community. The concept of the classroom teacher's role is conditioned by the pedagogical tradition of each country. Especially in the countries of Continental Europe, the classroom teachers are expected to provide a safe and supportive learning and social environment, to build supportive peer relationships and to provide opportunities for the optimal development of all students, especially the most vulnerable ones.

The findings of a national evaluation research study on the roles and needs of classroom teachers in the management of educational work in Slovenian primary and secondary schools will be presented. The findings concern classroom teachers’ assessment of their competences, such as recognising and accommodating individual differences among students, developing an appropriate climate, acting in accordance with ethical principles, reflecting on their own work and introducing necessary changes. In particular, the paper focuses on what contributes to their competences and in which areas they would need additional training. An online questionnaire was designed with closed and open-ended questions, and Likert-type scales. The invitation to participate in the study was sent to all Slovenian primary and secondary schools, together with a link to the questionnaire.

The collected data was analysed using statistical methods. The findings highlight key areas where classroom teachers need quality education and further training to meet the challenges of the daily practice of very diverse students’ learning together. Only competent classroom teachers who are prepared to reflect critically on their own practice and act in accordance with professional ethical standards can contribute to building a more just and inclusive community.

While initial teacher education (ITE) programs are designed to prepare pre service teachers for inclusive teaching practices, many teachers in service feel they lack sufficient training and skills effectively address the diverse needs of all students. This raises concerns about whether there is a mismatch between what ITE programs offer and their application in practice.

This comparative research aims to enhance knowledge in the field of ITE programs by examining how beginning teachers are prepared for inclusive education. It explores cross-cultural similarities and differences in ITE programs for inclusive education between two distinct contexts: Azerbaijan and Scotland.

A qualitative approach has been chosen as the most suitable method for data collection, utilizing three research methods: document analysis, semi-structured interviews, and focus group discussions. The current study is framed by three theoretical models: Korthagen’s (2004) Onion Model, Goodwin’s (2010) Knowledge Domains for Teaching, and the Comparative Case Study (CCS) framework proposed by Bartlett and Vavrus (2017) and these frameworks guided both the design of the data collection process.

Currently, the research is in its initial stages of data collection, with some preliminary findings already emerging. Although the data collection process is ongoing, all data collection and analysis will be completed before the conference date.

By examining how ITE programs prepare student teachers for inclusive education, my research directly contributes to the conference theme of equity and inclusion in teacher education in a way of exploring how all students at the primary education level, regardless of their abilities or diversities, will be taught equitable and inclusively through the learning prosesses.