Teachers’ Professional Development Needs Regarding Implementing Inclusive Practices: The Perspectives of Estonian Second-Grade Teachers

Classrooms are considered effective learning environments when inclusive practices are successfully implemented, as these practices promote equity and support students’ academic achievement, self-confidence, and peer acceptance. However, implementing inclusive practices largely depends on teachers' competencies, and teachers have expressed a desire for better preparation and additional resources to support students effectively. Identifying teachers’ needs is therefore essential for supporting their professional development. This study examined the professional development needs of Estonian primary education teachers regarding inclusive practices, based on their perceptions and expectations for a professional development course on teaching in inclusive classrooms. A qualitative design was employed, using semi-structured interviews with 22 second-grade teachers from Estonian mainstream schools. Purposive sampling and inductive content analysis were applied. The findings indicate that teachers express a need for a clearer understanding of the inclusive education concept, enhanced competence in both general pedagogy and special education, and improved collaboration and communication with parents. Teachers also expect professional development courses to integrate theoretical knowledge and practical skills, offer opportunities for experience-sharing and lesson observations, be delivered in a shorter intensive format, and allow flexible participation. The results highlight key categories of professional development needs as recognised by teachers, providing a foundation for designing more targeted and relevant professional development courses to enable more effective implementation of inclusive education in Estonia.