Collaborative Problem-Solving and Its Impact on Inclusive Practices, Confidence, and Beliefs of General Education Teachers in Colombia

The purpose of this mixed-methods action research study was to examine the impact of a collaborative problem-solving process on the inclusive practices, confidence, and beliefs of general education teachers at a private bilingual school in Bogotá, Colombia. The problem of practice this research aims to address is the challenge teachers face in meeting the needs of a diverse student population with the increasing inclusion of exceptional learners in the general education classroom and a lack of preparation during teacher training programs. Grounded in Vygotsky’s social constructivism and Wenger’s communities of practice, this dissertation explores how teacher collaboration can lead to a more equitable and just education environment for exceptional learners in the general education classroom. Results indicate that engaging in this type of collaboration can lead to an increase in the use of high-quality inclusive practices, improved confidence in meeting the needs of exceptional learners, and reinforcement of positive attitudes toward inclusion. Recommendations for future research and an action plan are discussed