困境空间:教师代理与早期特殊需求识别的定性研究

IF 2.6 3区 教育学 Q1 EDUCATION, SPECIAL
Kristin Westerholm, Henrik Lindqvist
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引用次数: 0

摘要

目前的研究侧重于瑞典教育改革对教师工作的挑战,该改革要求学校保证学生获得有关阅读、写作和数字感的早期学习支持。改革的结果与教师如何在其工作中实现代理有关,我们使用教师代理的生态模型作为总体理论框架和分析维度。这项研究采访了14位教师,重点是a)教师如何识别需要支持的学生以及如何进行这种支持,(b)教师希望如何进行这种识别,以及教师希望如何支持数字感弱的学生。教师描述了一个“两难空间”(参见Fransson和Grannäs 2013),这影响了他们如何在发展学生的数字感方面实现代理。教师在本研究中描述的困境空间是由与当前形势的文化、结构和物质条件有关的必要优先事项所框定的。根据研究结果,教师是否应该进行评估值得讨论。该研究得出结论,进行评估和提供支持存在相互抵消的风险。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A dilemmatic space: A qualitative study about teachers’ agency working with early identification of special needs
The present study focuses on challenges to the work of teachers as a result of a Swedish educational reform that mandates schools guarantee pupils receive early learning support concerning reading, writing, and number sense. The outcome of reforms is connected to how teachers achieve agency in their work , and we use the ecological model of teacher agency as an overarching theoretical framework and analytical dimension. The study involved interviews with 14 teachers, and the focus was on a) how teachers identify pupils in need of support and how this support is carried out, (b) how teachers would like this identification to be carried out, and how teachers would like to support pupils with weak number sense. Teachers described a ‘dilemmatic space’ (cf. Fransson and Grannäs 2013), which affects how they achieved agency in developing pupils’ number sense. The dilemmatic space described by teachers in this study is framed by necessary priorities pertaining to the cultural, structural, and material conditions of the current situation. According to the study’s results, whether teachers should perform the assessment merits discussion. The study concludes there is a risk that conducting assessments and offering support risks cancelling each other out.
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来源期刊
CiteScore
6.00
自引率
7.70%
发文量
37
期刊介绍: The European Journal of Special Needs Education reflects the dynamic growth of the theory and practice of special needs education as it is emerging worldwide. Written for teachers and researchers it provides a forum for reporting and reviewing scholarly research and significant developments in the field of special educational needs.
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