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School improvement and teachers’ collaborative professional development for inclusive education: A Swedish case
Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för skolutveckling och ledarskap (SOL).ORCID-id: 0000-0003-2435-0913
Malmö universitet, Fakulteten för kultur och samhälle (KS), Institutionen för Urbana Studier (US).ORCID-id: 0000-0002-5166-3643
2022 (engelsk)Inngår i: International Journal of Whole Schooling, E-ISSN 1710-2146, Vol. 18, nr 2, s. 28-54Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Few longitudinal, mixed methods studies focusing on teachers’ views of inclusive teaching have been conducted in primary schools. This article draws attention to a Swedish in-service (K-5) school improvement research project, aiming to contribute to a school’s developmenttoward improved inclusive education, where teachers’ experiences were analysed, using mixed methods, at the beginning and at the end of the project. Data consisted of items extracted from the TALIS 2013 survey questionnaire and semi-structured interviews. The observed change between the first- and second-year surveys and interviews emphasised a connection between teachers’ confidence, self-efficiency, collaborative professional development, and successful school development. What signified the development of inclusive education was moving away from categorising the needs of individuals with learning disabilities towards focusing on activeteaching, mutual engagement, and content knowledge for all students

sted, utgiver, år, opplag, sider
Whole Schooling Press , 2022. Vol. 18, nr 2, s. 28-54
Emneord [en]
School improvement, collaborative professional development, inclusive education, communities of practice
HSV kategori
Identifikatorer
URN: urn:nbn:se:mau:diva-51024OAI: oai:DiVA.org:mau-51024DiVA, id: diva2:1651003
Tilgjengelig fra: 2022-04-09 Laget: 2022-04-09 Sist oppdatert: 2024-03-06bibliografisk kontrollert
Inngår i avhandling
1. Kollaborativ professionell utveckling för innehållsinkluderande undervisning: praktikutvecklande klassrumsforskning
Åpne denne publikasjonen i ny fane eller vindu >>Kollaborativ professionell utveckling för innehållsinkluderande undervisning: praktikutvecklande klassrumsforskning
2022 (svensk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

In the present thesis, four studies are included within the scientific discipline of pedagogy and collaborative professional development research field—the thesis is based on a practice-based research approach. This thesis addresses identified problems in previous research and large-scale studies such as the OECD study Teaching and Learning International Survey (TALIS) and school leaders’ and teachers’ attitudes. Furthermore, the need to design teaching that is content-inclusive and accessible to all students. The study’s overall question is: What factors of importance for promoting content-inclusive teaching emerge in the studies? Since the thesis aims to contribute with knowledge of how collaborative professional efforts can support teachers’ understanding of developing inclusive teaching in the classroom regarding the accessibility of teaching content for all students, the theoretical perspective is motivated by a cultural-historical perspective as an overall theoretical framework. Within the cultural-historical perspective, situated learning and communities of practice (CoP) are in the foreground. The framework of variation theory has been chosen to analyse which teaching content the students are offered to distinguish. The articles used both specific subject content to show how conditions for inclusive teaching can contribute to increased availability of the content knowledge and more comprehensive studies of how teachers’ collaborative competence can contribute to increased accessibility. Finally, teachers’ perspectives and experiences are in the foreground. The design of the four studies is based on a mixed-methods approach. That means the design of the thesis used qualitative and quantitative methods, both individually and in combination, in the different studies. Since two-year time perspective, it is defined as a longitudinal process. The synthesis describes the factors necessary for promoting content inclusion that has been highlighted in the dissertation studies. Three factors have been identified in the dissertation’s results of significance for how collaborative professional efforts can support teachers’ understanding of developing inclusive teaching in the classroom regarding the teaching content’s accessibility for all students: 1. Development of CoP with a focus on content-inclusive teaching 2. Collaborative professional development that challenges teachers’ views on inclusive teaching 3. Analysis of intentional and enacted teaching to identify what is inclusive Within the framework of the studies the dissertation consists of, the results show that the cyclical classroom models, Lesson and Learning study, have contributed to the teachers gaining an in-depth understanding of which aspects have been particularly successful in developing their teaching design. The studies show factors that are important for promoting content-inclusive teachings, such as when the entire teaching team takes collective responsibility for content-focused teaching and is given time for collaborative professional development. Another factor is that teachers are given the opportunity to develop their ability to analyse how teaching can be planned and implemented to identify what contributes to inclusive teaching, where the content and learning situation is put in the foreground. This change has meant a higher focus on the availability of teaching content to all students, compared to a previous focus on individual students’ need for special support. The present dissertation results can be seen as a contribution to practicebased professional development research where researchers’ and teachers’ joint competence is the basis for systematically and structurally approaching the object of learning, thereby reducing the gap between theory and practice.

sted, utgiver, år, opplag, sider
Malmö: Malmö universitet, 2022. s. 150
Serie
Malmö Studies in Educational Sciences: Doctoral Dissertation Series, ISSN 1651-4513 ; 100
Emneord
Collaborative professional development, Content-inclusion, Practice-based research, Communities of practice, Variation theory, Lesson and Learning studies
HSV kategori
Identifikatorer
urn:nbn:se:mau:diva-54537 (URN)10.24834/isbn.9789178772773 (DOI)978-91-7877-277-3 (ISBN)978-91-7877-276-6 (ISBN)
Disputas
2022-09-09, Aulan på Tandvårdshögskolan, Carl Gustafs väg 34, Malmö, 13:15 (svensk)
Opponent
Veileder
Forskningsfinansiär
Swedish Research Council, Dnr. 2017-06039
Merknad

Huvudhandledare: Mona Holmqvist

Biträdande handledare: Jonas Alwall

Tilgjengelig fra: 2022-08-25 Laget: 2022-08-24 Sist oppdatert: 2022-12-07bibliografisk kontrollert

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