| The movement from segregated practices to inclusion in general education classrooms by students with disabilities has challenged teachers to expand their knowledge and skills and to cross philosophical and theoretical boundaries that have often separated general from special education.;The purpose of this study was to gain a better understanding and knowledge of how Icelandic teachers who face the challenges of teaching a diverse group of students internalize and use theoretical understandings, shape and develop their teaching practice, and work to improve their professional growth.;Research participants consisted of six experienced general education teachers who teach in compulsory schools in Iceland. Their classrooms include students with identified disabilities and these teachers are recognized for innovative practices. The study used qualitative, participatory action research design and data was collected by reiterated cycles of interviews, participant observation, and document analysis. The concept of "professional working theory" was used to frame the discussions with teachers. The Professional Working Theory (PWT) Instrument was used to assist teachers in critically and systematically reflecting on their professional working theory.;The results of the study indicate that these professional educators took on six general roles in their practice: (pedagogues; reflective and critical problem solvers; researchers and change agents; creators of knowledge; writers and adult educators and authoritative voices in the community). They shared six professional experiences (active school community, collegial practice, creating new knowledge together, continuing education, creating learning communities for diversity, and support by legislation and policy). The concept of professional working theory was introduced and a model, Responsive Professional Practice, was developed to analyze the elements of teachers' practice.;It was concluded that important elements in establishing an inclusive practice are maintaining an openness to diversity and becoming responsive professional educator. Four recommendations for action are made: (1) Prepare teachers to understand and use responsive pedagogical approaches to the education of all students; (2) Conduct research with teachers that supports comprehensive and critical data generation and analysis; (3) Establish active and supportive educational communities; (4) Invite teachers to share partnership in professional education. |
