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Inclusive education is recognised by many countries. The practice, however, is inconsistent because of its complexity and variability of implementation. Because of the various contexts of Malaysia, with its diverse ethnicity, culture, religion, language, and socio-economic background, there are implications for the implementation and efficacy of initiatives to promote inclusive education. This study brings a better understanding of the successful promotion of inclusive education by focusing on Malaysian teachers’ perspectives of inclusion, their practice and their professional development. Effective continuing professional development (CPD) could enhance teacher competencies to respond to their diverse learners and those learners’ needs. Responding to teachers’ views of what works for them in their workplace, this research explores the effectiveness of CPD from the practitioners’ perspectives. Using the rich and in-depth data gathered, a qualitative approach that employs descriptive and exploratory methods is used. Participants are purposely sampled from five national primary schools. 25 teachers, which include headteachers, are interviewed individually and 51 participated in eight focus group interviews. Theories of inclusive education and the 'Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers', (COACTIV) Model of Teachers' Professional Competence are adopted. The COACTIV model integrates theories of professionalism with the competency literature. According to the model, four aspects of competences need to be developed through professional development: beliefs, values, and goals; motivational orientations; professional knowledge; and self-regulation. These areas are explored through the thematic analysis using QSR NVivo software. The findings are of value to those responsible for developing teacher training programme in Malaysia. At the school level, they will inform the probable topics and areas for school-based CPD programmes. Keywords: Continuing professional development; inclusive education; inclusion.

TOWARDS INCLUSIVE TRAINING FOR INCLUSIVE EDUCATION. TEACHERS' VIEWS ABOUT EFFECTIVE PROFESSIONAL DEVELOPMENT FOR PROMOTING INCLUSIVE EDUCATION