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Continuing Professional Development: Adaptive Teaching
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Authors
Date
2025
Educational Level
ISCED Level 1 Primary education
ISCED Level 2 Lower secondary education
ISCED Level 2 Lower secondary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: The document concerns a case study conducted in a mainstream primary school focusing on action research related to Inclusion and Special Educational Needs and Disability (ISEND). It emphasises the role of continuing professional development, particularly through adaptive teaching practices, and highlights the importance of enabling teachers to observe one another in the classroom.
Aims: The primary aim of the study is to develop and implement a whole-school approach to adaptive teaching by facilitating collaborative observation among teachers. This environment is intended to enhance inclusivity and teaching strategies for addressing the needs of students with special educational needs and disabilities.
Methods: The research is structured around two action research cycles. The first cycle involves initial planning, which includes refining the research question based on key literature in the field. Ethical consent is obtained from participants for the anonymous publication of data. Subsequent steps include executing the plan and conducting reviews based on findings from the implementation of the adaptive teaching strategies.
Findings: The findings from the first action research cycle indicate that observing colleagues in a teaching setting is a valuable strategy for professional development. This practice allows teachers to gain insights into adaptive teaching methods and helps in refining their own approaches. The teachers found that modelling, flexible groupings, scaffolding, peer mentoring and pre-teaching were particularly effective strategies.
Implications: The study suggests that collaborative observation among teachers can serve as an effective foundation for professional growth in implementing adaptive teaching strategies. Other educators may find that facilitating peer observations fosters a culture of shared learning and potentially enhances their capability to support students with varying educational needs.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), adaptive teaching, continuing professional development (CPD), observation