普通教育教师和特殊教育教师在全纳教育中对自身及其合作教师教学责任的认知:个案研究

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Tanja Lindacher
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引用次数: 4

摘要

合作教学是全纳教育的基础。然而,联合教学的实施方式差异很大,建立和分配教学责任并没有遵循标准化的模式。这项研究基于四个案例——两个位于传统中学,两个位于新建的社区学校——包括对四名普通教师和四名特殊教育教师的半结构化深入访谈。它旨在深入了解德国的合作教学伙伴如何看待自己和合作伙伴的教学责任。数据分析采用定性内容分析的结构化技术。很明显,在每种情况下,合作伙伴并不总是遵循相同的教学意图。尽管如此,不同类型的教师知识似乎在共同教学关系中有效地互补。当然,尽管主要为有特殊需求的学生提供,但特殊教育专业知识似乎也能支持没有这种需求的学生。研究结果表明,需要从结构上确保合作教学关系并将其整合到学校的发展过程中。文章最后提出了一些在实践中发展的选择。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Perceptions of regular and special education teachers of their own and their co-teacher’s instructional responsibilities in inclusive education: A case study
Co-teaching is fundamental to inclusive education. However, the way co-teaching is implemented, varies considerably, and establishing and allocating instructional responsibilities does not follow a standardized pattern. This study is based on four cases – two located at traditional secondary schools and two at newly created community schools – and includes semi-structured in-depth interviews with four regular teachers and four special education teachers. It aims at providing insight into how co-teaching partners in Germany perceive their own and their partner’s instructional responsibilities. Data are analyzed with a structuring technique of qualitative content analysis. It becomes evident that the partners in each case do not always follow identical instructional intents. Nonetheless, different types of teacher knowledge seem to complement each other effectively in co-teaching relationships. Although, of course provided primarily for pupils with special needs, special education expertise also seems to support pupils without such needs. The results indicate a need to secure and integrate co-teaching relationships structurally into a school’s development process. The article concludes with some options for development in practice.
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来源期刊
Improving Schools
Improving Schools EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.50
自引率
0.00%
发文量
4
期刊介绍: Improving Schools is for all those engaged in school development, whether improving schools in difficulty or making successful schools even better. The journal includes contributions from across the world with an increasingly international readership including teachers, heads, academics, education authority staff, inspectors and consultants. Improving Schools has created a forum for the exchange of ideas and experiences. Major national policies and initiatives have been evaluated, to share good practice and to highlight problems. The journal also reports on visits to successful schools in diverse contexts, and includes book reviews on a wide range of developmental issues.
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