What is it about?
This study explores the concept of inclusive education (IE) and the crucial role of teachers in fostering it, proposing a reflexivity cycle model to help educators reflect on their goals and teaching practices. The reflexivity cycle model starts with the sense of purpose. This will affect teachers’ competence of building IE which in turn influences teachers’ perception of their autonomy and how the context surrounding them can support or hinder their practice of building IE for social justice. This helps teachers to make their own decisions. All the three components need to be reflected to finish one cycle and start a new procedure with adaptation and adjustment (if necessary) on teachers’ perspectives and practice, based on what has been reflected.
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Why is it important?
The findings underscore the necessity of integrating practical pedagogical support with reflexivity-oriented professional training that enables teachers to critically examine their beliefs and enact IE more effectively different contexts.
Perspectives
The findings in the Vietnamese context reveal that teachers tended to view IE through a binary lens, distinguishing between what is considered normal and abnormal rather than embracing student diversity. There is a lack of faith in IE for students with SEN and the progress of such students in mainstream education. Additionally, building a fair and disciplined educational environment, fostering mutual understanding, communication, and trust among various stakeholders inside and outside the classroom emerged as the primary strategies for promoting IE.
Tú Anh Hà
Universitat Rovira i Virgili
Read the Original
This page is a summary of: Teachers as Agents of Inclusive Education: Developing a Reflexivity Cycle and Examining Teachers’ Conceptions and Practices in Vietnam, The Asia-Pacific Education Researcher, February 2026, Springer Science + Business Media,
DOI: 10.1007/s40299-026-01077-2.
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