An analysis of effective teacher professional development models that support teachers in delivering an inclusive primary mathematics pedagogy for all

Inclusion has significantly shaped the composition of educational settings at all levels in the Republic of Ireland since the early 2000s. While the definition of inclusive education is continually evolving, the PDST primary STEM team supports teachers to facilitate inclusive practices. Recent policies have resulted in allocating additional resources to schools, however, despite this level of investment, there are significant challenges as schools continue to engage with the process that is inclusion. This paper notes that there appears to be a gap between the theories underpinning inclusive practices for all learners and the actual practices realised in primary mathematics. Analysis examines how effective teacher professional development supports teachers to co-construct inclusive practices for all learners in primary mathematics. This professional development is aligned to the bespoke Sustained Support Model (PDST, 2017) and the role of Collaborative Professionalism (PDST, 2021) in facilitating the conditions and cultures necessary to develop teachers’ reflective and professional skill and autonomy in delivering an inclusive primary mathematics pedagogy for all