Topic The purpose of this paper is to present the findings of an international research project investigating the professional development preferences of second level (post primary) teachers who have a specific remit to support the inclusion of students with special educational needs (SEN) in mainstream school settings. Research Question What are the similarities and contrasts between two neighboring countries in relation to professional development for teachers as outlined in the following research questions: In each jurisdiction, what contexts are the preferred professional development options for teachers? In each jurisdiction, what are the professional development needs of teachers who are engaged in supporting inclusive education? In each jurisdiction, what are the teachers’ recommendations for professional development programmes? The rationale for the research was underpinned by several factors – the increasing diversity of students with special educational needs attending mainstream schools and the legislative obligation to ensure that these students have an education appropriate to their needs. With the inclusion of many more students with additional needs in mainstream classes, teachers at second level face ever increasing challenges as they work to meet the needs of the students on a daily basis. The professional development required to support teachers in these endeavours and its provision was the focus of this research.

A multi-method approach to the research was used to provide qualitative and quantitative overviews and analysis of professional development requirements and preferred contexts for professional development from the perspective of teachers in two jurisdictions. The data collection included interviews and questionnaires. The results were analyzed using SPSS and MAXQDA.

The outcomes from the research are the identification of and strengthening of good practices currently in operation in the professional development programmes in the two jurisdictions. A further outcome is the provision of recommendations for future progression in professional development at a national and international level. This research project was a joint collaboration between QUB (Belfast) and UCD (Dublin). This collaboration between the two teacher education institutions has facilitated international interaction and has promoted cross-border linkages resulting in improved mutual understanding between the two institutions. A joint conference presentation at an international conference will further promote this collaboration and shared understanding.