Introduction 

Research indicates that in a diverse classroom, where children with varying levels of competence and support needs learn together, learning becomes more effective when teachers adapt teaching to meet students’ needs (e.g., Jung et al., 2018) and implement different inclusive practices (Finkelstein et al., 2021). Previous studies confirm that inclusive education benefits all students (Szumski et al., 2022). Inclusive education fosters students’ self-confidence by promoting peer acceptance (Rodríguez Herrero et al., 2020) and often improves academic outcomes for both students with and without special educational needs. Peer collaboration further enhances social skills and strengthens students’ sense of belonging (Kefallinou et al., 2020; Polat et al., 2024; Szumski et al., 2022). Overall, inclusive education is essential for advancing educational equity and sustainable social inclusion (Kefallinou et al., 2020). One of its key principles, as outlined by the European Agency for Special Needs and Inclusive Education (2014), is the early identification and support of children with additional support needs. Accordingly, this study focuses on inclusive education in primary education. 

Despite recognised benefits of inclusive education, teachers often struggle to implement inclusive principles in everyday practice (Polat et al., 2024). Similar challenges have been reported among Estonian teachers (Leijen et al., 2025; Silm et al., 2024). Successful implementation is hindered by various factors, including insufficient resources such as support specialists (Polat et al., 2024), as well as the teachers’ insecurity and inadequate competence (European Agency for Development in Special Needs Education, 2012). 

Although Estonian schools are required to follow inclusive education principles (Basic Schools and Upper Secondary Schools Act, 2010), research shows that teachers continue to face significant challenges in implementing inclusive practices effectively. Previous Estonian studies have predominantly focused on the third school level (e.g., Leijen et al., 2025; Taimalu et al., 2019) or broader evaluations of inclusive education (e.g., Silm et al., 2024), leaving primary education comparatively underexamined. Yet international frameworks emphasise early identification and support, making primary education a critical starting point for successful inclusion. Taken together, these insights indicate a clear need to better understand how primary education teachers perceive their professional development needs, considering teaching in inclusive classrooms, and what they expect from professional development courses.  

Therefore, the study aimed to identify the professional development needs of primary education teachers regarding inclusive practices, based on their perceptions and expectations for a professional development course focused on teaching in inclusive classrooms. The following research questions were formulated: 

1. What are the teachers’ additional professional development needs in the context of inclusive practices, based on their perceptions? 

2. What are the teachers’ expectations for a professional development course on teaching in an inclusive classroom, based on their perceptions?

Participants Data was collected from 22 second-grade teachers working in Estonian mainstream schools during the 2024/2025 school year. Purposeful sampling was used to ensure the participants met predetermined criteria: they taught second grade in mainstream settings and had classes including students with varying support needs (general support, enhanced support and/or special support (Haridus- ja Teadusministeerium, 2024)) and/or students studying according to a simplified curriculum (Basic Schools and Upper Secondary Schools Act, 2010). School principals were contacted and asked to forward study information to eligible teachers, who could volunteer to participate. Participation was voluntary, confidentiality was ensured, and all teachers provided written consent. All participants were female, with teaching experience ranging from under one year to 38 years. Most (18 of 22) had a teacher qualification. Class sizes ranged from 9 to 24 students. Data Collection and Analysis Data were collected through in-depth, semi-structured interviews. The interview questions on implementing inclusive practices were compiled using the inclusive practices framework developed by Finkelstein et al. (2021). The interview questions were divided into three parts. The interview began with background questions, the second part focused on implementing inclusive practices, and the third part focused on teachers’ professional development needs. Finally, the interviewee was offered the opportunity to provide additional information about learning and teaching in an inclusive classroom. Data collection was conducted as part of a larger study. The third part of the interview focused on addressing the research questions of the current study; although the data was analysed by research questions, the interviews were fully analysed. Interviews lasted on average two hours. The interview guide was piloted beforehand; the pilot interview was not included in the final dataset. Before each interview, the study purpose and confidentiality requirements were explained. Interviews were audio-recorded with permission and conducted either in person or via Zoom at a convenient time for the participant. A qualitative, inductive content analysis was used. First, the data was fully transcribed. While rereading the transcriptions, the text was checked, and all the names and identifiable phrases were replaced with pseudonyms. The data were analysed in accordance with the research questions. Systematic coding was carried out using the qualitative analysis application QCAmap (qcamap.org). Meaningful units were identified and independently coded, followed by review and categorisation based on content similarity. Repeated coding and partial co-coding were conducted to enhance the credibility and consistency of the analysis.

Findings Interviews revealed that second-grade teachers perceive several professional development needs related to inclusive practices. Teachers reported needing a clearer understanding of the inclusive education concept to feel more confident implementing its principles in the classroom. They also emphasised the need to strengthen collaboration skills with colleagues and specialists within and outside their schools, and to improve communication with parents. Teachers highlighted the need to enhance their knowledge and skills in general pedagogy, including general didactic skills for lesson planning. They also expressed a need for strategies to understand and support children’s emotional development and to provide effective emotional support. Additionally, they noted the importance of deepening their knowledge and practical skills in special education to better understand and support each student. The interviews also reflected teachers’ expectations regarding both the methods and organisation of the professional development course. Teachers expect the course to offer theoretical knowledge and practical skills that can be immediately applied in the classroom. They also expect opportunities to share experiences and engage in discussion. Teachers noted that observing lessons during the course is important, including observing colleagues’ lessons, receiving feedback from a specialist on their own teaching, and seeing a classroom where an inclusive system is effectively implemented. Finally, teachers expect the course to be flexible in format (including both in-person and online learning), and to be intensive yet, if necessary, divided into several sessions. The findings of the current study are significant because they identify the key categories of professional development needs as recognised by teachers, providing a foundation for designing more targeted and relevant professional development initiatives and supporting the effective implementation of inclusive education in general education in Estonia. Although based on the Estonian context, the results are internationally relevant, as teachers struggle internationally to implement inclusive practices.

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