Innovative Pedagogical Approaches and Inclusive Teaching Practices in Teacher Education
Abstract
This paper explores the role of Pedagogical-Didactic Laboratories in the specialization pathways for support teachers, highlighting their contribution to the development of professional competencies and inclusive teaching practices. Within the framework established by Articles 6 and 7 of Decree-Law No. 71/2024, the study examines how laboratory-based training can integrate previous teaching experience with pedagogical knowledge, critical reflection, and collaborative learning. Drawing on theoretical perspectives related to experiential learning, reflective practice, and sociocultural approaches, the paper conceptualizes laboratories as educational environments in which theoretical knowledge and professional experience interact to support the construction of teaching professionalism. Particular attention is devoted to the integration of pedagogical, didactic, communicative, relational, and motor dimensions, emphasizing their relevance for addressing diverse educational needs and promoting meaningful participation. The discussion also considers the importance of empathy, professional self-efficacy, and collaborative practices in fostering inclusive educational environments. Through a theoretical and pedagogical analysis, the paper argues that laboratory-based methodologies represent more than practical training opportunities, providing essential contexts for developing reflective, flexible, and context- sensitive professional competencies. Ultimately, Pedagogical-Didactic Laboratories emerge as valuable instruments for strengthening teacher education and promoting an inclusive teaching professionalism capable of responding to the complexity of contemporary educational settings. Key words: Inclusive Education; Teacher Education; Pedagogical-Didactic Laboratories; Support Teachers; Reflective Practice; Professional Development.
Keywords
References
More Articles from INTERNATIONAL JOURNAL OF EDUCATION AND EVALUATION
Author: Leopoldo Ferrante, Anna Lardone, Emma Saraiello
Author: Afufu, John Egrinya Ph.D, Ejaro, Peter Emmanuel, Ph.D
Author: Aishatu Yusuf, Aisha Barau Abdullahi PhD, Aishatu Muhammad Namera
Author: Weridongha Samuel Igoki, Tel , .
