Professional Development for Inclusive Language Teaching in the Republic of Moldova

Abstract

This article presents the development of inclusive education in the Republic of Moldova focusing on the role of English language teachers. It analyzes important national documents such as the National Program for the Development of Inclusive Education (2024–2027), which aims to provide equal access to quality education for all learners including those with special educational needs. Inclusive education in Moldova requires continuous teacher training and strong cooperation between educational institutions and social agencies to support the academic staff, community members and students. For this reason, the article describes the role of the In-Service Teacher Training English Language Program in the context of the Inclusive Reform and outlines the adaptation of teaching practices to create inclusive learning environments. It also examines the challenges faced by language teachers, who go through the process of change explained by the means of three stages: resistance, exploration, and consolidation. In the process of change the language teachers need to adapt their teaching methods, materials and assessment to diverse learners. The In-Service Teacher Training English Language Program is meant to help teachers develop inclusive teaching competences focusing on theoretical framework and practical activities embraced in digital collaboration, and reflection.