Teacher Training and Professional Development for Inclusion in Russia

Ch. 9. P. 169–188.

Alekhina S., Kozlova M.

The chapter discusses professional training and advanced training of school teachers as a critical pillar of the development of inclusive education in Russia. Based on the analysis of normative documents regulating the professional training and educational activities of teachers, as well as the results of a series of empirical studies, the shortcomings of the existing system are explicated, slowing down the spread of inclusive practices, reducing the level of subjective well-being of teachers and indirectly affecting the well-being of students. Positive changes are also revealed both in the attitudes of Russian teachers towards inclusive education and in the development of their professional competencies and represented in comparison with the current situation in a number of post-Soviet countries

Keywords: inclusive education, teacher training and development

Publication based on the results of: Дружелюбная образовательная среда: на перекрестке интересов школы и города (2023)

In book

Inclusive education in the Russian Federation: Scoping International and Local Relevance

Ajsmontas B., Alekhina S., Aleksandrova L., Anchikov K., Bolshakov N., Cherviakova A. A., Iarskaia-Smirnova E. R., Kersha Y., Khalina N., Kosaretsky S., Kozlova M., Mertsalova T., Mikheev I. S., Pishnyak A., Prisyazhniuk D., Sinyavskaya O., Vlasova T., Zaichenko N. A. Springer, 2024.