How teachers are contributing to the development of local, national and global equitable, inclusive education through their values-focussed professional development

Huxtable, Marie ORCID: https://orcid.org/0000-0003-1808-0670 (2025) How teachers are contributing to the development of local, national and global equitable, inclusive education through their values-focussed professional development. In: 21st Biennial Conference of the International Study Association on Teachers & Teaching, 30 June - 4 July 2025, University of Glasgow, UK. (Unpublished)

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Abstract

Research aim: ­to provide an evidence-based explanation of how self-study practitioner-researchers can contribute to the development of education, research, pedagogical practices and policies with values of human flourishing, “to ensure that education truly transforms lives in the world” (Education 2030 Incheon Declaration).

Theoretical framework: integrates insights drawn from practitioners’ values-laden knowledge and theories, generated as they engage in professional practitioner, educational, self-study research, professional development, and theories and knowledge generated by psychologists, sociologists and philosophers (Whitehead and Huxtable, 2024).

Methods: include journaling, narrative, cycles of action-reflection, and living-posters to create and collect data. Innovative methods are used to analyse digital visual data to clarify and communicate embodied meanings of values of human flourishing, which serve as evaluative standards and explanatory principles in explanations for educational influences in learning.

Findings: These are focused on the evidence-based and values-laden explanations of teachers researching their practice to realise their responsibilities as professional practitioners and global citizens. These explanations illustrate the quality of the equitable, educational opportunities; experiences and relationships for all students, whatever their background and circumstance.

Relevance to theme and strands: the research contributes to the growth of educational knowledge and theory formation, and improving the quality of equitable, inclusive teaching practices at all levels of education.

References:
UNESCO (2015) Education 2030: Incheon Declaration and Framework for Action Towards inclusive and equitable quality education and lifelong learning for all. Retrieved from https://iite.unesco.org/publications/education-2030-incheon-declaration-framework-action-towards-inclusive-equitable-quality-education-lifelong-learning/
Whitehead, J. & Huxable, M. (2024) Living Educational Theory Research as an Epistemology for Practice. The Role of Values in Practitioners’ Professional Development. London: Routledge.

Item Type:	Conference or Workshop Item (Paper)
Departments:	Institute of Education > Non-Initial Teacher Education
Additional Information:	Marie Huxtable, Visiting Research Fellow, University of Cumbria, UK.
Depositing User:	Anna Lupton
Date Deposited:	17 Sep 2025 11:01
Last Modified:	17 Sep 2025 11:15
URI:	https://insight.cumbria.ac.uk/id/eprint/9045

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