Htqe.2025.26

https://doi.org/10.22364/htqe.2025.26 | 372-386 | PDF

Competence Development Experiences of Primary School Teachers in the Context of Inclusion

Rasa Braslauskienė¹, Reda Jacynė¹, Ilona Zubrickienė¹
¹Klaipėda University, Lithuania

Abstract
The provision of quality inclusive education is the responsibility of all professionals at schools, particularly the teaching staff of primary education. The increasing diversity in the classroom requires all teachers to care for different pupils’ learning needs, namely through the establishment of flexible, adaptable learning environments, including differentiation by using of a variety of teaching methods and learning materials in their classrooms. The most important factor influencing inclusive education is the professional preparation of teachers. Primary teachers must be prepared to care for all learners, regardless of their abilities or needs. This means that teachers need to acquire the competences needed to deliver inclusive education to all pupils. The aim of this study is to reveal the competence development experiences of primary education teachers in the context of inclusion. A qualitative research methodological approach was chosen for the study. 9 informants took part in the study. The analysis of primary school teachers’ experiences revealed that the main motives for professional development are personal development and the pursuit of a higher qualification category. Areas of improvement identified by teachers working with inclusion in the future include improving digital competences, personalising education, and leadership in education. Participants shared their experiences and expressed problems with competence development activities that are related to the lack of practical knowledge and skills. The informants identified areas of relevance and requiring professional competence development in the context of inclusion: individual learning needs of children; working with pupils with severe learning difficulties; and the application of digital competences in modelling teaching and learning.

Keywords: competence development, inclusion, inclusive education, primary education, teachers’ experiences

In: Human, Technologies and Quality of Education, 2025. Proceedings of Scientific Papers = Cilvēks, tehnoloģijas un izglītības kvalitāte, 2025. Rakstu krājums.  Ed. L. Daniela. Riga: University of Latvia, 2025. 698 p.
ISBN 978-9934-36-461-7 
https://doi.org/10.22364/htqe.2025