{"title":"Inclusive professional practices of primary school teachers in multigrade classes in France catering for pupils with special educational needs","authors":"Karine Birot-Gautron , Magdalena Kohout-Diaz , Marie-Christine Deyrich","doi":"10.1016/j.ijer.2025.102598","DOIUrl":null,"url":null,"abstract":"<div><div>This exploratory study examines interprofessional collaboration and the ethical issues and dilemmas encountered by teachers in multigrade classes in France, in the context of the schooling of pupils with special educational needs (SEN). The overarching hypothesis is that the implementation of teamwork and the incorporation of ethical considerations within the context of multigrade classrooms facilitate the education of students with SEN in such settings. This exploratory study was conducted through a questionnaire and five accounts of ethical dilemmas experienced by teachers in multigrade classes in an inclusive context. A thematic analysis was conducted to identify the preference of teachers in multigrade classes for teamwork arrangements and their feelings in terms of team cohesion. Additionally, the analysis aimed to assess the mobilisation of their knowledge and skills acquired in an inclusive context to deal with ethical situations and to highlight the effects of this knowledge and skills on their professional practices.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"131 ","pages":"Article 102598"},"PeriodicalIF":2.5000,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Educational Research","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0883035525000722","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This exploratory study examines interprofessional collaboration and the ethical issues and dilemmas encountered by teachers in multigrade classes in France, in the context of the schooling of pupils with special educational needs (SEN). The overarching hypothesis is that the implementation of teamwork and the incorporation of ethical considerations within the context of multigrade classrooms facilitate the education of students with SEN in such settings. This exploratory study was conducted through a questionnaire and five accounts of ethical dilemmas experienced by teachers in multigrade classes in an inclusive context. A thematic analysis was conducted to identify the preference of teachers in multigrade classes for teamwork arrangements and their feelings in terms of team cohesion. Additionally, the analysis aimed to assess the mobilisation of their knowledge and skills acquired in an inclusive context to deal with ethical situations and to highlight the effects of this knowledge and skills on their professional practices.
期刊介绍:
The International Journal of Educational Research publishes regular papers and special issues on specific topics of interest to international audiences of educational researchers. Examples of recent Special Issues published in the journal illustrate the breadth of topics that have be included in the journal: Students Perspectives on Learning Environments, Social, Motivational and Emotional Aspects of Learning Disabilities, Epistemological Beliefs and Domain, Analyzing Mathematics Classroom Cultures and Practices, and Music Education: A site for collaborative creativity.