Salvato in:
| Autore principale: | |
|---|---|
| Natura: | Recurso digital |
| Lingua: | |
| Pubblicazione: |
Zenodo
2026
|
| Accesso online: | https://doi.org/10.5281/zenodo.19940956 |
| Tags: |
Aggiungi Tag
Nessun Tag, puoi essere il primo ad aggiungerne!!
|
Sommario:
- <p>Abstract: This article reports on a January 2026 hybrid workshop in Tashkent, Uzbekistan, which brought together 121 teacher educators from 18 pre-service English language teacher training institutions to explore inclusive pedagogy within the Accelerating English Language Learning in Central Asia (AELLCA) project. The workshop employed a distinctive participatory methodology: on the first morning, participants articulated their questions about inclusive teaching; on the second day, the specialist presenter structured responses around these authentic inquiries. Over 60 questions were collected across five thematic clusters: concepts of inclusion; teaching practices; assessment; supporting diverse learners; and school culture. This article introduces the workshop's rationale, grounded in Uzbekistan's policy commitments and documented gaps in teacher preparation. It examines the theoretical foundations of the questions-to-answers approach, drawing on inquiry-based professional development, Universal Design for Learning, and program evaluation literature. Analysis of the questions reveals Uzbek teacher educators' sophisticated understanding of inclusion's multidimensional nature and their practical concerns about implementation within resource constraints. The article concludes with implications for policy and practice, arguing that participatory approaches can meaningfully address gaps between inclusive education policy and classroom reality.</p>