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June 10, 2026Education SciencesOpen Access

Teacher Professional Development for Inclusive Pedagogy in Mainstream Primary and Secondary Schools: A Systematic Review of Quantitative Pre–Post Studies

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Authors

WFWangqian FuYWYue WangQLQiying Liang

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Overview

Systematic review examines effects of professional development on inclusive pedagogy in schools, suggesting potential benefits for teacher learning.

Key Points

  • The review aimed to analyze the impact of in-service professional development programs on fostering inclusive pedagogy in schools.
  • Systematic review of quantitative pre-post studies on teacher-level outcomes.
  • Search and analysis of studies from databases including ERIC, Web of Science, and Scopus.
  • Assessment of core content and design features of professional development programs.
  • 16 out of 1915 identified studies met the inclusion criteria.
  • Most programs showed short-term increases in teacher knowledge and self-efficacy.
  • Stronger alignment of programs with inclusive pedagogy was linked to broader and more sustained changes.

Cite This Study

Fu et al. (2026) studied this question.

synapsesocial.com/papers/6a2900ff6f82f25be989d7d9https://doi.org/10.3390/educsci16060910
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Also Consider

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  4. 4Design and effectiveness of professional development programmes to support teachers in promoting students’ scientific inquiry competencies: a critical and systematic review of empirical studies2026
  5. 5Reaching teachers of early multilingual learners through professional development: a systematic literature review2024 · 15 citations