General, special and … inclusive: Refiguring professional identities in a collaboratively taught classroom

Naraian, Srikala

doi:10.1016/j.tate.2010.06.020

Cited by 49 publications

(30 citation statements)

References 35 publications

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“…In recent years, scholars have underscored the potential for collaboration between general education and ESOL teachers (Crandall & Kaufman, 2002;Davison, 2006;Dove & Honigsfeld, 2010;Haynes, 2007;Hoffman & Dahlman, 2007;Rushton, 2008). Our study extends a growing body of research that has examined teacher collaboration in terms of organisational factors, discourse, relationships, perceptions and identity (Arkoudis, 2006;Creese, 2006;Davison, 2006;Gardner, 2006;Naraian, 2010;Pawan & Ortloff, 2011;Sawyer & Rimm-Kaufman, 2007) and instead frames collaborative teaching as a key opportunity for teacher learning (Doppenberg, Bakx, & den Brok, 2012;Hindin, Morocco, Mott, & Aguilar, 2007). In response to previous studies which have highlighted epistemological and pedagogical gaps between ESOL and mainstream teachers (Arkoudis, 2006;Creese, 2002Creese, , 2006Davison, 2006;Gardner, 2006), our study sought to understand what tools teachers may use to bridge those gaps.…”

Section: Introductionmentioning

confidence: 95%

Collaboration to teach English language learners: opportunities for shared teacher learning

Martin‐Beltrán

Peercy

2014

Teachers and Teaching

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This study examines collaboration between English for Speakers of Other Languages (ESOL) teachers and content-area elementary school teachers, and makes the case for conceptualising teacher collaboration as an opportunity for shared teacher learning. Using a sociocultural theoretical lens, this study examines how three pairs of elementary teachers and ESOL specialists used and constructed tools for collaboration, which mediated and made visible teachers' learning processes. Employing interpretive enquiry and cross-case analysis, we examined data from classroom observations, teacher co-planning sessions and interviews with teachers. Findings demonstrated that collaborating teachers used tools to articulate and reconceptualise teaching goals, co-construct knowledge and ultimately transform teaching practices to meet the needs of culturally and linguistically diverse students. This study has implications for teacher education and ongoing professional development, by shedding light on the potential affordances of collaborative tools for teacher learning. Findings suggest that teacher education could harness these opportunities for learning by incorporating collaboration between ESOL specialists and content-area teachers as an integral part of preparing more qualified teachers to work with culturally and linguistically diverse students.

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Section: Introductionmentioning

confidence: 95%

Collaboration to teach English language learners: opportunities for shared teacher learning

Martin‐Beltrán

Peercy

2014

Teachers and Teaching

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“…The only drawback is that in Canada more educational opportunities for teachers are needed. Finally, attention needs to be paid to "well-intentioned attempts by policy-makers, professionals and researchers when making unconsidered leaps towards practices supposedly to support the inclusion of special needs pupils into general education schools" (Naraian, 2010(Naraian, , p. 1684) since inclusion is not the task of individuals, but results from the collaboration between all teaching staff in a general school, whose objective is to create a community which will promote the idea of a 'school for all' (Soulis, 2002).…”

Section: Educational Policy On the Inclusion Of Children With Specialmentioning

confidence: 99%

Teachers’ perceptions and attitudes on the inclusive education of students with Autism Spectrum Disorders (ASD): A literature review

Kofidou¹,

Mantzikos²,

Chatzitheodorou³

et al. 2017

Dial

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Οι ερευνητές πραγματοποίησαν μια ανασκόπηση της βιβλιογραφίας για τις αντιλήψεις και στάσεις των εκπαιδευτικών για την ένταξη των μαθητών/ριών με Διαταραχές Αυτιστικού Φάσματος (ΔΑΦ). Για να βρουν τις σχετικές με το θέμα έρευνες διεξήγαγαν αναζήτηση στις βάσεις δεδομένων ERIC, PsychLIT, EBSCO, Medline, και PubMed με τις λέξεις-κλειδιά «Εκπαιδευτικοί», «Αντιλήψεις», «Στάσεις», και «Παιδιά με Αυτισμό». Από την αναζήτηση βρέθηκαν 55 ερευνητικά άρθρα, μεταπτυχιακές και διδακτορικές διατριβές σχετικά με το θέμα τους. Τα αποτελέσματα έδειξαν ότι η πλειοψηφία των εκπαιδευτικών έχει περιορισμένη ή ανεπαρκή γνώση και βασικές παρανοήσεις σχετικά με τις Διαταραχές Αυτιστικού Φάσματος. Επίσης, οι εκπαιδευτικοί είχαν αρνητικές στάσεις απέναντι στην ένταξη των μαθητών/ριών με αυτισμό. Από την άλλη πλευρά, λιγότεροι/ες εκπαιδευτικοί φάνηκε ότι έχουν θετικές στάσεις στην ένταξη αυτών των μαθητών/ριών. Ένα μεγάλο ποσοστό των εκπαιδευτικών φάνηκε να έχει διαφορετικές στάσεις/απόψεις για τον αυτισμό. Επιπλέον, η ανασκόπηση έδειξε ότι μερικοί/ές εκπαιδευτικοί τείνουν να έχουν ουδέτερες στάσεις προς την ένταξη αυτής της ομάδας μαθητών/ριών. Επιπλέον, αρκετοί/ές εκπαιδευτικοί αντιλαμβάνονται τους/τις μαθητές/ριες με αυτισμό διαφορετικά από τους/τις τυπικά αναπτυσσόμενους/ες μαθητές/τριες. Η έρευνα αυτή υποδεικνύει ότι οι εκπαιδευτικοί πρέπει να λάβουν περισσότερη κατάρτιση για τον αυτισμό και τις αποτελεσματικές εκπαιδευτικές πρακτικές για αυτούς/ές τους/τις μαθητές/ριες. Με αυτόν τον τρόπο, οι ίδιοι/ες θα αναπτύξουν θετικές στάσεις προς την εκπαιδευτική ένταξη αυτών των μαθητών/ριών.

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“…Premised on the sociocultural principles of activity theory, the 'figured worlds' construct acknowledges that whilst identities are shaped by the cultural environment, they cannot be fully determined by it. Thus, a 'figured world' is a: socially and culturally created realm of interpretation in which particular characters and actors are recognised, significance is attached to certain acts, and particular outcomes are valued over others (Naraian, 2010(Naraian, : 1678).…”

Section: Recent Interest In the Dynamic Relationship Between What Is mentioning

confidence: 99%

New Frontiers of the Capability Approach

Devecchi

Watts²

2018

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General, special and … inclusive: Refiguring professional identities in a collaboratively taught classroom

Cited by 49 publications

References 35 publications

Collaboration to teach English language learners: opportunities for shared teacher learning

Collaboration to teach English language learners: opportunities for shared teacher learning

Teachers’ perceptions and attitudes on the inclusive education of students with Autism Spectrum Disorders (ASD): A literature review

New Frontiers of the Capability Approach

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