Research Article
Training and Professional Development of Inclusive School Managers: Evidence from the Experience of UFRN at RENAFOR in Brazil
Issue:
Volume 15, Issue 1, February 2026
Pages:
1-6
Received:
27 October 2025
Accepted:
29 December 2025
Published:
31 January 2026
Abstract: This article aims to analyze the training experience of the Advanced Course in "School Management from the Perspective of Inclusive Special Education," promoted by the Federal University of Rio Grande do Norte (UFRN) within the scope of the National Network for Continuing Teacher Education (RENAFOR) in the Brazilian context. The 170-hour course was designed to train public school administrators to contribute to the consolidation of educational inclusion in various contexts and levels of schooling. Adopting a qualitative and descriptive methodological approach, based on documentary research and content analysis of the course's Final Report, the study describes the course structure, pedagogical methodology, support mechanisms, and observed results. The data indicate a pass rate of 80.71% among participants, totaling 306 managers working in 11 Brazilian states and 51 municipalities. Qualitative assessments by participants and tutors highlight the significant expansion of knowledge, the strengthening of reflective practice, and the development of managerial skills related to inclusive policies, curricular adaptations, collaborative leadership, and intersectoral coordination. The analysis examines the role of tutoring, forum mediation, and continuous formative assessment, as well as the relevance of contextualized activities—such as case studies, school projects, and reflective journals—to sustain engagement in virtual environments. Despite challenges, notably dropout and technological barriers, the report points to effective strategies, including differentiated support, timely feedback, and accessibility resources. Ultimately, the study offers evidence-based insights into how continuing distance education can promote more inclusive school management training, directly contributing to the planning and improvement of future educational policies and pedagogical practices aimed at equity, participation, and learning for all. Implications for scalability and regional policy coordination.
Abstract: This article aims to analyze the training experience of the Advanced Course in "School Management from the Perspective of Inclusive Special Education," promoted by the Federal University of Rio Grande do Norte (UFRN) within the scope of the National Network for Continuing Teacher Education (RENAFOR) in the Brazilian context. The 170-hour course was...
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Research Article
The Acquisition of Japanese Passive Sentences by Chinese Beginner Learners: A Longitudinal Study
Xi Chen*
Issue:
Volume 15, Issue 1, February 2026
Pages:
7-17
Received:
7 January 2026
Accepted:
19 January 2026
Published:
4 February 2026
DOI:
10.11648/j.edu.20261501.12
Downloads:
Views:
Abstract: The acquisition of Japanese passive sentences presents a well-documented challenge for Chinese-speaking learners. However, longitudinal research on how learners in foreign language (JFL) classrooms comprehend and process these structures remains scarce. This study addresses this gap by tracking five beginner-level learners in a Chinese high school over approximately 18 months through repeated grammaticality judgment and error correction tasks. We examined five sub-constructs: voice selection, verb conjugation, possessor passive, indirect passive, and agent selection. Results indicated that the core difficulty of learners lay in locating errors rather than correcting them. Developmental trajectories diverged significantly across sub-constructs. Verb conjugation and indirect passives improved rapidly, consistent with the role of input-driven noticing. In contrast, agent selection and voice choice remained persistently difficult, while possessor passives exhibited a U-shaped development pattern, indicating interlanguage restructuring. Crucially, learners heavily relied on a “ni + passive” form chunk as a local processing cue-a strategy explainable by Andersen’s One-to-One Principle and reinforced by textbook bias. This led to systematic overuse and omission errors. The findings underscore that JFL learners’ acquisition of passives is hindered by a bottleneck in metalinguistic error identification, uneven development across construction types, and dependence on overly simplistic processing strategies. Pedagogical implications highlight the need for instruction that enhances form-meaning mapping and contextualized practice to foster more flexible and accurate usage.
Abstract: The acquisition of Japanese passive sentences presents a well-documented challenge for Chinese-speaking learners. However, longitudinal research on how learners in foreign language (JFL) classrooms comprehend and process these structures remains scarce. This study addresses this gap by tracking five beginner-level learners in a Chinese high school ...
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