A1 Journal article (refereed)
Moniammatillisen yhteistyön kirjaaminen ja yhteistyötahojen asemointi esi- ja perusopetuksessa laadituissa oppimissuunnitelmissa ja HOJKS-asiakirjoissa (2023)
Documenting multiprofessional collaboration and positioning team members in the learning and individual education plans drawn up from pre-primary and basic education


Kantele, P., & Vehkakoski, T. (2023). Moniammatillisen yhteistyön kirjaaminen ja yhteistyötahojen asemointi esi- ja perusopetuksessa laadituissa oppimissuunnitelmissa ja HOJKS-asiakirjoissa. Kasvatus, 54(1), 5-19. https://doi.org/10.33348/kvt.127164


JYU authors or editors


Publication details

All authors or editorsKantele, Pauliina; Vehkakoski, Tanja

Journal or seriesKasvatus

ISSN0022-927X

eISSN2737-0658

Publication year2023

Publication date18/02/2023

Volume54

Issue number1

Pages range5-19

PublisherSuomen kasvatustieteellinen seura; Koulutuksen tutkimuslaitos

Publication countryFinland

Publication languageFinnish

DOIhttps://doi.org/10.33348/kvt.127164

Publication open accessNot open

Publication channel open accessDelayed open access channel

Publication is parallel published (JYX)https://jyx.jyu.fi/handle/123456789/85620

Additional informationArtikkelit
Artikkeli avautuu journal.fi-palvelussa 12 kk kuluttua julkaisemisesta.


Abstract

This study aims at examining the positioning of various specialists in the learning and school attendance documents drawn up from pre-primary and basic education. The research data consisted of learning plans and individual education plans (IEP) (N=114) which were analysed through discourse analysis. The specialists were positioned into five different positions: voiceless attendees, complementary support providers, experts, authorities and partners. The practices of documenting multiprofessional collaboration were varied, and the documents did not always follow the principles or goals of documentation defined in the national curricula. To improve the quality of the documents, it is necessary to increase teachers’ awareness of the benefits of documentation and efficient ways of documenting. In addition, the forms of the learning plans and IEPs should lead teachers into documenting, as much in detail as possible, the responsibilities of the team members of multiprofessional collaboration as well as the agreements on the support and pedagogical solutions.


Keywordspreschool educationprimary and lower secondary educationforms of supportmulti-professionalisminteragency cooperationdocumentationdocumentsindividual education plandiscourse analysis

Free keywordsIEP; support for learning and school attendance; learning plan; multiprofessional collaboration


Contributing organizations


Ministry reportingYes

Reporting Year2023

JUFO rating2


Last updated on 2024-15-06 at 22:06