Abstract
The study examines the professional transformation and support required by teachers in challenging conditions, particularly those with students affected by forced migration, to implement inclusive pedagogy. Through a case study involving three primary school teachers, data were gathered using individual and focus group interviews, and observations. The study, framed within Activity Theory and Attribution Theory, identified the teachers' needs and the difficulties they face in applying inclusive pedagogy. Findings emphasize the need for mindset transformation and professional development in three areas: internalising inclusive education, recognizing personal empowerment, and gaining experiential knowledge. The study recommends supporting teachers to overcome systemic challenges and promoting a growth-oriented mindset. Future research should include other stakeholders' perspectives and further explore theoretical relationships.
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