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Common obstacles include negative beliefs, limited understanding of inclusive pedagogy, and uncertainty about professional development’s impact on teacher knowledge. The study evaluates a Thai Bureau of Special Education partnership program with an Australian inclusive school, involving 16 early childhood teachers and qualitative community-of-practice data.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/exploring-professional-knowing-being-and-becoming-through-inclusive-pedagogical-approach-in-action-ipaa-framework-article-7/593801/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/exploring-professional-knowing-being-and-becoming-through-inclusive-pedagogical-approach-in-action-ipaa-framework-article-7/593801.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What barriers limit access and participation for children with special needs in inclusive schools?","Question",{"text":112,"@type":113},"Barriers include negative beliefs, limited understanding of inclusive pedagogy, and insufficient evidence about how professional development improves teacher knowledge to reduce these barriers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What program does the study evaluate and who participated?",{"text":117,"@type":113},"The study reports on a Thai Bureau of Special Education professional development partnership with an Australian inclusive school, where 16 early childhood teachers from Thailand participated.",{"name":119,"@type":110,"acceptedAnswer":120},"How were participants’ learning and professional change investigated?",{"text":121,"@type":113},"Qualitative data were generated through pre- and post-professional workshops, semi-structured interviews, and teachers’ professional learning journals, followed by thematic analysis.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593801,1792170939,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":36,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 43 | Issue 3 | Article 7 |\n| --- | --- |\n| 2018\u003Cbr>Exploring Professional Knowing, Being and Becoming through Inclusive Pedagogical Approach inAction (IPAA) Framework\u003Cbr>Sunanta Klibthong\u003Cbr>Mahidol University, Ratchasuda College, [sunantak21@gmail.com](sunantak21@gmail.com)\u003Cbr>Joseph S. Agbenyega\u003Cbr>Monash University, [joseph.agbenyega@monash.edu](joseph.agbenyega@monash.edu) |  |\n\nRecommended Citation  \nKlibthong, S., & Agbenyega, J. S. (2018). Exploring Professional Knowing, Being and Becoming through Inclusive Pedagogical Approach inAction (IPAA) Framework. Australian Journal of Teacher Education, 43 (3).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol43/iss3/7](http://ro.ecu.edu.au/ajte/vol43/iss3/7)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol43/iss3/7](http://ro.ecu.edu.au/ajte/vol43/iss3/7)  \nAustralian Journal of Teacher Education  \nExploring Professional Knowing, Being and Becoming through Inclusive Pedagogical Approach in Action (IPAA) Framework  \nSunanta Klibthong  \nRatchasuda College, Mahidol University, Thailand  \nJoseph Seyram Agbenyega  \nMonash University  \nAbstract: Despite extensive changes in early childhood inclusive  \neducation policy and practice, various barriers continue to inhibit  \naccess and participation of children with special needs in inclusive  \nschools. Often mentioned barriers include negative beliefs, lack of  \nunderstanding of inclusive pedagogy and the effectiveness of  \nprofessional development to improve teacher knowledge to reduce  \nthese barriers. This study reports on a Thai Bureau of Special  \nEducation professional development partnership program with an  \nAustralian inclusive school in which 16 early childhood teachers from  \nThailand participated. This community of practice inquiry project  \ngenerated qualitative data from pre-and post-professional workshops  \nsemi-structured interviews and analysis of teachers’professional  \nlearning journals during the inquiry phases of the project. Thematic  \nanalysis of the data showed that the international professional  \nlearning immersion program exerted an influential impact on the  \nteachers who participated suggesting; teachers developed better  \nunderstandings of children with special education needs by creating a  \nmindset for change.  \nIntroduction  \nIncreasingly, the complexity of inclusive learning environments and the need to transform practice to meet the needs of all children (OECD, 2015; UNESCO, 2014) demand that teachers engage in continuous professional learning. Despite extensive changes in early childhood inclusive education policy and practice, large numbers of preschool children with Special Education Needs (SEN) in the poorest regions of the world are still either not enrolling or failing to build the strong foundation needed for further learning (UNESCO, 2012) . A large body of research points to the unacceptably high rates of ineffective teaching and neglect of children with SEN in early childhood settings (Algood, Hong, Gourdine, & Williams, 2011; Jaudes & Mackey-Bilaver, 2008; Samuels, 2009; Shank, Greenberg, & Lebens, 2011). The effectiveness of educating children with SEN receive in early childhood learning settings depends on several factors. Among them, are teacher professional knowing, being and becoming. International commissioned research reports consistently draw attention to inclusive education quality and equity (UNESCO, 2012; UNICEF, 2004) as the process of eliminating barriers from education (OECD, 2015; Roberts, 2016) .  \nDespite considerable reform efforts at improving teaching in inclusive schools, not much research into teachers’ professional knowing, being and becoming inclusive practitioners appears to have been conducted. This research project addresses the question:  \nHow does participation in international professional learning immersion program in which  \nVol 43, 3, March 2018 109  \nAustralian Journal of T","cbCaigLUIc2F1dHW","https://ap.wps.com/l/cbCaigLUIc2F1dHW","pdf",267980,16,"English","# Abstract\n# Introduction\n# Literature Review","[{\"question\":\"What barriers limit access and participation for children with special needs in inclusive schools?\",\"answer\":\"Barriers include negative beliefs, limited understanding of inclusive pedagogy, and insufficient evidence about how professional development improves teacher knowledge to reduce these barriers.\"},{\"question\":\"What program does the study evaluate and who participated?\",\"answer\":\"The study reports on a Thai Bureau of Special Education professional development partnership with an Australian inclusive school, where 16 early childhood teachers from Thailand participated.\"},{\"question\":\"How were participants’ learning and professional change investigated?\",\"answer\":\"Qualitative data were generated through pre- and post-professional workshops, semi-structured interviews, and teachers’ professional learning journals, followed by thematic analysis.\"}]","Exploring Professional Knowing, Being and Becoming through Inclusive Pedagogical Approach in Action (IPAA) Framework - Article 7 | PDF",1792077940]