Good practices

Teacher Professional Learning for Inclusion (TPL4I) PROJECT

Teacher Professional Learning for Inclusion (TPL4I) PROJECT

Teacher professional learning is a priority for all Agency member countries, for international bodies and for the European Union. The Teacher Professional Learning for Inclusion (TPL4I) project aims to identify the policy elements needed to prepare all teachers to include all learners. These include policies on initial teacher education, induction, continuing professional development, and teacher educators’ learning.

The project examined the following initial questions:

- What current policy priorities for TPL can be identified in international and European-level documents and in the research literature?

- What national policy frameworks for TPL are in place in participating Agency member countries and how are these situated within different national contexts (i.e. within ministries, qualifications agencies, professional bodies, etc.)?

- What policy elements/frameworks are needed to prepare all teachers to include all learners?

- What policy priorities for TPL for inclusion need further investigation at European level?

In addition, the TPL4I project aimed to revisit the Profile of Inclusive Teachers and develop a competence framework for all education professionals involved in inclusive education, which was found to be missing in TPL policy in Europe.

Year(s): From 2018 to 2022

Target group(s): The project is concerned with all teachers in early, primary, secondary, vocational and adult education, as well as teacher educators, and specialists collaborating with classroom or subject teachers. It is also concerned with all learners, including thos

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Phase 1 (2018–2020):

The first phase of the TPL4I project involved 26 Agency member countries in an exploration and analysis of national policies on TPL for inclusion.

Phase 2 (2021):

The TPL4I project findings of phase 1 suggest that the Agency’s Profile of Inclusive Teachers (2012) remains a useful tool for TPL policy development. The Profile highlights the essential core values of initial teacher education and competence areas for inclusive teachers.

In 2021, its broader use was explored to cover the full continuum of TPL for inclusion and to inform related policy discussions. New activities were set up to revisit the Profile of Inclusive Teachers, its relevance and application across the TPL for inclusion continuum.

Type of product

Paper-based material Online resource Video clips / Films Course / Training

Brief description of the outcomes

The project’s first phase produced:

- a literature review on international policy for TPL for inclusion and research policy recommendations

- policy mapping grids outlining countries’ policy information on TPL for inclusion

- a policy self-review tool for TPL for inclusion based on the initial mapping grid

- a project synthesis report summarising policy development in Europe

- a methodology report describing the approach behind the TPL4I work

- a final summary report covering phase 1 findings

The project’s second phase produced:

- the Aligning Competence Frameworks for Teacher Professional Learning for Inclusion conceptual working paper, identified the key questions to address in the development and alignment of competence frameworks for inclusion.

- the questionnaire for countries explored the use of standards and competence frameworks for diversity and inclusion for teachers and other professionals.

- the cluster activity invited country representatives and experts from eight participating countries to consider the Profile’s core values and competence areas for teachers’ and other education professionals’ professional learning for inclusive education at all levels of an inclusive education system’s development.

- the analysis of the cluster activity contributed to the final outcome: the Profile for Inclusive Teacher Professional Learning. This new Profile builds upon the 2012 Profile of Inclusive Teachers which remains the key competence framework for initial teacher education. It aims to inspire a wider range of TPL for inclusion opportunities and to address all education professionals involved.

The final framework will be available online in 2022.

Impact on target groups / Transferability potential

The TPL4I Policy Self-Review Tool is open-source. This means users can adapt it to their own needs and contexts, provided they include a reference to the original source. Policy-makers can use it to review policy on teacher professional learning for inclusion, ensuring a very large impact.

The transferability of the practice is high due that it is based on the collaboration of 26 Agency member countries from Europe, under the supervision and co-ordination of the European Agency for Special Needs and Inclusive Education.

Promoter of the initiative: The European Agency for Special Needs and Inclusive Education

Country: Austria Belgium Bulgaria Cyprus Czech Republic Denmark Estonia France Germany Greece Hungary Italy Latvia Lithuania Malta Portugal Slovakia Spain Sweden United Kingdom Norway Switzerland

Languages available: English

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