When implementing educational innovations, teachers’ approaches to integrating new teaching demands are a crucial factor in their professional development. This becomes especially important in inclusive mathematics education, where teachers are demanded to integrate two jobs: (a) create joint learning experiences for all students and (b) provide focused learning opportunities for individuals. These jobs and the orientations in which they are pursued are perceived as conflicting demands by some teachers, while others do not. Within the model of content-related teacher expertise, this qualitative study investigates teachers’ practices for integrating these demands by disentangling the interplay between teachers’ self-reported practices and their underlying orientations about inclusive education. The analysis reveals that only some teachers explicate conflicts between inclusive teaching demands. It also shows that teachers command a variety of different practices for dealing with the new teaching demands and that some complex practices can indeed integrate different demands simultaneously. Implications include the insight that professional development programs on inclusive education should pay careful attention to teachers’ articulated jobs and orientations in order to promote the integration of teaching demands. Beyond this specific professional development content, the search for practices for integrating demands arising from an interplay of jobs and orientations might be a promising professional development research approach for increasing the scope of professional development.

在实施教育创新时，教师整合新教学需求的方法是其专业发展的关键因素。这在全纳数学教育中变得尤为重要，教师需要整合两项工作：(a) 为所有学生创造共同的学习体验，以及 (b) 为个人提供有针对性的学习机会。这些工作和他们追求的方向被一些教师认为是相互矛盾的要求，而另一些则不是。在与内容相关的教师专业知识模型中，这项定性研究通过解开教师自我报告的实践与他们对全纳教育的潜在取向之间的相互作用，调查教师整合这些需求的实践。分析表明，只有部分教师阐明了全纳教学需求之间的冲突。这也表明教师掌握着多种不同的实践来应对新的教学需求，一些复杂的实践确实可以同时整合不同的需求。启示包括：全纳教育专业发展项目应密切关注教师明确的工作和方向，以促进教学需求的整合。除了这个特定的专业发展内容之外，寻找整合因工作和方向的相互作用而产生的需求的实践可能是一种有前途的专业发展研究方法，可以扩大专业发展的范围。这也表明教师掌握着多种不同的实践来应对新的教学需求，一些复杂的实践确实可以同时整合不同的需求。启示包括：全纳教育专业发展项目应密切关注教师明确的工作和方向，以促进教学需求的整合。除了这个特定的专业发展内容之外，寻找整合因工作和方向的相互作用而产生的需求的实践可能是一种有前途的专业发展研究方法，可以扩大专业发展的范围。这也表明教师掌握着多种不同的实践来应对新的教学需求，一些复杂的实践确实可以同时整合不同的需求。启示包括：全纳教育专业发展项目应密切关注教师明确的工作和方向，以促进教学需求的整合。除了这个特定的专业发展内容之外，寻找整合因工作和方向的相互作用而产生的需求的实践可能是一种有前途的专业发展研究方法，可以扩大专业发展的范围。