A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Collaboration for Inclusive Practices : Teaching Staff Perspectives from Finland (2022)
Paju, B., Kajamaa, A., Pirttimaa, R., & Kontu, E. (2022). Collaboration for Inclusive Practices : Teaching Staff Perspectives from Finland. Scandinavian Journal of Educational Research, 66(3), 427-440. https://doi.org/10.1080/00313831.2020.1869087
JYU-tekijät tai -toimittajat
Julkaisun tiedot
Julkaisun kaikki tekijät tai toimittajat: Paju, Birgit; Kajamaa, Anu; Pirttimaa, Raija; Kontu, Elina
Lehti tai sarja: Scandinavian Journal of Educational Research
ISSN: 0031-3831
eISSN: 1470-1170
Julkaisuvuosi: 2022
Ilmestymispäivä: 11.01.2021
Volyymi: 66
Lehden numero: 3
Artikkelin sivunumerot: 427-440
Kustantaja: Routledge
Julkaisumaa: Britannia
Julkaisun kieli: englanti
DOI: https://doi.org/10.1080/00313831.2020.1869087
Julkaisun avoin saatavuus: Avoimesti saatavilla
Julkaisukanavan avoin saatavuus: Osittain avoin julkaisukanava
Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/73693
Tiivistelmä
Collaboration between educators is considered to be the key issue when implementing inclusive practices within schools. An open-ended questionnaire and semi-structured interviews were used to extend the current understanding of collaboration between teaching staff. The questionnaire was administrated to 167 classroom teachers, subject teachers, special education teachers and teaching assistants in primary, secondary and special education public schools in Finland. Also, semi-structured interviews with 20 participants were used to deepen the understanding of the elements included in the teaching activity in diverse classrooms. The results indicate coordination, cooperation, and reflective communication as modes of collaborative action in the participants’ teaching. By combining the perspectives of the activity theory framework and modes of collaboration, the results illuminate how educators often wished to have collaboration but usually played their traditional positions in the multilayered teaching activity. The implications for preparing educators to enhance reflective collaboration for more effective inclusive practices are discussed.
YSO-asiasanat: erityisopetus; inkluusio; yhteistyö; opettajat; koulunkäyntiavustajat; toiminnan teoria
Vapaat asiasanat: collaboration; inclusive education; inclusive practices; special education; teachers; teaching assistants; activity theory
Liittyvät organisaatiot
OKM-raportointi: Kyllä
Raportointivuosi: 2022
JUFO-taso: 2
