Teachers’ Professional Development in Inclusive Education in Albania

PhD Candidate. Iris Mançi
University of Tirana, Faculty of Social Sciences, Department of Pedagogy-Psychology, Albania.
iris.manci@hotmail.com

Abstract

Inclusive education is a central component of the education reform agenda in Albania, emphasizing equal participation and achievement for all students. As schools increasingly accommodate students with diverse learning needs, the role of teachers and their professional preparation has gained importance. This study analyzes the current situation of teacher professional development in inclusive education in Albania, focusing on the relevance and effectiveness of training programs. The research draws on national and international literature, as well as teachers’ reported needs and challenges, to assess how well current professional development opportunities prepare them to implement inclusive practices in the classroom. Findings from the literature indicate that, despite policy advances, teachers often lack the practical training, ongoing support, and specialized knowledge needed to address the needs of students with disabilities. Training initiatives tend to be short-term, theoretical and fragmented, limiting their impact on teachers’ long-term professional growth. Other barriers include large class sizes, limited resources and insufficient collaboration with support staff. This study highlights the need for sustainable, practice-oriented and school-based professional development programmes that strengthen teachers’ teaching competencies. Strengthening the professional development system is essential for improving inclusive practices and ensuring that all students in Albania receive a quality education.

Keywords: Inclusive education; teacher professional development; teacher competences; educational reform.

Article Type: Open Access

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