Creating Inclusive Classroom Environments: A Practitioner-Friendly Typology of Regular Classroom Teachers’ Responses to the Call

IF 1.1 4区 教育学 Q3 EDUCATION, SPECIAL
Claire Sly, Elaine Chapman, Tom O’Donoghue
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引用次数: 0

Abstract

ABSTRACT

For several decades now, there have been calls for the creation of inclusive learning environments within regular classroom settings. Teachers and other practitioners involved in this task need various types of guidance to assist them. While general principles deduced from empirically-based positivist studies are valuable, micro-sociology based constructions of teacher ‘types’ can also be helpful, particularly in helping stakeholders to clarify their views on their work and suggesting possible approaches worthy of being put to the test of practice. Unfortunately, various existing typologies are couched in the language of the social scientist rather than that of practitioners, thus not making them very user friendly. This paper is offered as an attempt at addressing this deficit. Fourteen teachers drawn from 10 different Western Australian schools participated in the study. The analysis led to the generation of five ‘types’ of teachers in terms of their perspectives on how they have responded to the demand for inclusive learning environments: ‘abstainers’, ‘doggie paddlers’, ‘splashers’, ‘pre-squad members’ and ‘squad members’. The study would be of interest in its implications for educators involved in creating school cultures and professional development related to inclusion, and also, as an ideographic work of theory.

创造包容性课堂环境:普通课堂教师响应号召的实践者友好类型
摘要几十年来,人们一直呼吁在常规课堂环境中创造包容性的学习环境。参与这项任务的教师和其他实践者需要各种类型的指导来协助他们。虽然从基于经验的实证主义研究中推断出的一般原则是有价值的,但基于微观社会学的教师“类型”构建也可能有所帮助,特别是在帮助利益相关者澄清他们对工作的看法并提出值得付诸实践的可能方法方面。不幸的是,各种现有的类型学都是用社会科学家的语言而不是实践者的语言来表达的,因此它们对用户并不友好。本文就是为解决这一缺陷而提出的一种尝试。来自西澳大利亚州10所不同学校的14名教师参与了这项研究。根据他们对包容性学习环境的需求的看法,分析得出了五种“类型”的教师:“弃权者”、“狗狗划水者”、“泼水者”、“预班成员”和“班成员”。这项研究对参与创造学校文化和与包容相关的专业发展的教育工作者的意义,以及作为理论的表意文字工作,将是一项有趣的研究。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
3.00
自引率
9.10%
发文量
41
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