What professional development/learning in relation to inclusive processes of school organization?

Abstract

The professional development/learning (Calvert, 2016) of teachers and school principals is a much-discussed topic within the programs of institutional school policies and the focus of various academic debates. This construct reasoned the terms of collegial participation in relation to the processes of self-analysis and self-improvement that substantiate the school organization (XXX, 2021; XXX & XXX, 2024) is constantly evolving due to the innovations that have affected the tools and the different levels of education and training.

The paper presents the data of an exploratory survey involving school principals and teachers in the years 2019-2020/2024-2025 and argues the reflections regarding the participation in self-assessment and self-improvement processes.