Teachers Supporting Students in Collaborative Ways—An Analysis of Collaborative Work Creating Supportive Learning Environments for Every Student in a School: Cases from Austria, Finland, Lithuania, and Poland
| Autor: | Tamara Cierpiałowska, Satu Uusiautti, Alvyra Galkienė, Susanne Tomecek, Julita Navaitienė, Suvi Lakkala |
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| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
inclusive education
Geography Planning and Development lcsh:TJ807-830 lcsh:Renewable energy sources Pedagogika / Pedagogy interprofessional teamwork Management Monitoring Policy and Law Specialusis ugdymas / Special education Lietuva (Lithuania) Inkliuzinis ugdymas Suomija (Finland) Pedagogy ComputingMilieux_COMPUTERSANDEDUCATION Interprofessional teamwork 0501 psychology and cognitive sciences Research article Sociology inclusive pedagogy lcsh:Environmental sciences Bendradarbiavimas / Cooperation Research data Collaborative action lcsh:GE1-350 Darbo organizavimas / Organisation of work Austrija (Austria) Renewable Energy Sustainability and the Environment lcsh:Environmental effects of industries and plants 05 social sciences 050301 education co-teaching collaboration lcsh:TD194-195 Work (electrical) Conceptual framework High pressure Lenkija (Lenkijos karalystė Rzeczpospolita Polska Kingdom of Poland Poland) Thematic analysis 0503 education 050104 developmental & child psychology |
| Zdroj: | Sustainability, Vol 13, Iss 2804, p 2804 (2021) Sustainability (Basel) 2021, 13, 2804 Sustainability Volume 13 Issue 5 |
| ISSN: | 2071-1050 |
| Popis: | Many studies have highlighted the importance of community and cooperation in inclusive education. However, traditionally, teachers are trained to manage their classes alone. Along with the aspirations of inclusive education, there is high pressure to develop school cultures that are more communal and to reorient school personnel’s work, making it more collaborative, in order to meet the diverse needs of all students. In this research, we explored and compared the collaborative ways in which teachers supported their students in four schools in Austria, Finland, Lithuania, and Poland. As a conceptual framework, the research utilized theories of interprofessional teamwork. The researchers applied a theory-led thematic analysis to the research data. The main findings indicate that collaborative action needs to be an essential part of teachers’ work in an inclusive school. The schools and teachers implemented both proactive and reactive ways of constructing an inclusive pedagogy when they supported their students. |
| Databáze: | OpenAIRE |
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