An Emotion-Based Professional Development Programme  For Inclusive Education      

This study evaluates an original professional development programme for teachers entitled "Lovecircles". The programme was conceived in Israel as a response to challenges of teachers in the light of inclusion of children with special needs in the mainstream class. The "Lovecircles" programme is grounded on holistic-humanistic theories aiming to achieve teachers’ personal-emotional empowerment for their professional development (Korthagen,2010; Rosenblum,2015). This approach views integration of emotions in teacher education as an integral part of their overall growth, essential for creating an atmosphere of trust with the pupils as well as conducting empathic and respectful teacher-pupil dialogue leading to inclusive  teaching (Oplatka,2017; Day,2012).

The research is an evaluative phenomenological study focusing on the experiences and perception of the educators from their own perspectives. The research evaluates in depth the impact of the 'Lovecircles' programme on educators who participated in the programme. The research tools are in-depth interviews, reflective diaries of the participants and the researcher, videos, and still photographical observations. The case studies are analysed individually and in comparison to one other.

The key research findings indicate that overcoming the participants' emotional barriers during the program, developing attention to themselves and to others and self-expression of their emotions by integrating arts in the learning empowered them as people and as educators. This empowerment has given rise to the adoption of a positive teaching approach in their work with children with special educational needs (SEN) . The main prerequisites facilitating the participants' personal and professional development seem to be the program tutors' attention to the participants and the use of particular teaching styles and methods.

The present study provides insights and strategies for the professional development of educators working, through integrating personal and professional development, facing the aims and targets of inclusive approach in education. It contributes also to debate on the place of emotions within professional development program of teachers and teachers of teachers in general and within training for inclusive education in particular. The research has a global relevance through its readily transferable strategies, and so may influence mainstream and inclusive teacher education beyond the Israeli context.

The research is an evaluative phenomenological study focusing on the experiences and perception of the educators from their own perspectives. The research evaluates in depth the impact of the 'Lovecircles' programme on educators who participated in the programme. The research tools are in-depth interviews, reflective diaries of the participants and the researcher, videos, and still photographical observations. The case studies are analysed individually and in comparison to one other.

The key research findings indicate that overcoming the participants' emotional barriers during the program, developing attention to themselves and to others and self-expression of their emotions by integrating arts in the learning empowered them as people and as educators. This empowerment has given rise to the adoption of a positive teaching approach in their work with children with special educational needs (SEN) . The main prerequisites facilitating the participants' personal and professional development seem to be the program tutors' attention to the participants and the use of particular teaching styles and methods. The present study provides insights and strategies for the professional development of educators working, through integrating personal and professional development, facing the aims and targets of inclusive approach in education. It contributes also to debate on the place of emotions within professional development program of teachers and teachers of teachers in general and within training for inclusive education in particular. The research has a global relevance through its readily transferable strategies, and so may influence mainstream and inclusive teacher education beyond the Israeli context.

Day, C., (2012). New Understandings of Teacher Effectiveness: Emotions and education Change. The New Lives of Teachers, Teacher Education Quarterly. Winter, pp. 7-26. Korthagen, F. A. J., (2010). Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning. Teaching and Teacher Education, 26, pp. 98-106. Oplatka,I.,(2017).Emphaty regulation among Israeli school principals:Expression of magor emotions in educational leadership ,Journal of school of leadership .Volume 27-January 2017 .p.94 -118. Rosenblum, Hily (2015) Lovecircles: A critical study of an emotion-based professional development programme for educators of children with special educational needs and disabilities. Doctoral thesis, Anglia Ruskin University.