Finnish and Russian teachers supporting the development of social skills

Autor:	Yulia Aleksandrovna Afonkina, Essi Kesälahti, Natalia Flotskaya, Tanja Pynninen, Olga Volskaya, Zoya M. Usova, Sai Väyrynen, Tatyana Viktorovna Kuzmicheva, Jenny Siivola, Svetlana Bulanova
Rok vydání:	2016
Předmět:	4. Education media_common.quotation_subject 05 social sciences 050301 education Empathy Teacher education Education Style (sociolinguistics) Social skills Content analysis Pedagogy ComputingMilieux_COMPUTERSANDEDUCATION 0501 psychology and cognitive sciences Social competence Action research Psychology 0503 education Inclusion (education) 050104 developmental & child psychology media_common
Zdroj:	European Journal of Teacher Education. 39:437-451
ISSN:	1469-5928 0261-9768
DOI:	10.1080/02619768.2016.1216543
Popis:	We argue that a key aspect of inclusive pedagogy is the interaction between the learners, their teachers and the environment. For effective interaction, learners need to develop social competence. This study explores how teachers support the development of the key social skills in schools in Finland and in Russia. The data were collected by questionnaires and observations, and analysed by theory-guided content analysis. While all teachers supported the development of social skills, their pedagogical choices reflected their personal interaction style. The teachers who favoured informal interactions engaged in real-life situations with learners, whereas those favouring formal interactions chose separate activities for practising social skills. The study highlights aspects that deserve more attention in developing teacher education programmes for inclusion.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::5a994a713ebd87f6069b6f690a631924 https://doi.org/10.1080/02619768.2016.1216543 Zobrazit plný text záznamu Plný text ve formátu PDF Plný text ve formátu HTML
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