Scaffolding teachers to foster inclusive pedagogy and presence through collaborative action research

Teachers’ collaborative professional development for inclusive education

“…Eight studies used a qualitative approach with interviews (Chan and Lo 2017;Kempen and Steyn 2016;Juma, Lehtomäki, and Naukkarinen 2017;Brownell et al 2006;Kennedy and Shiel 2010;Ho et al 2018;Bos et al 1999;Rinaldi, Averill, and Stuart 2011). In six studies (Katz 2015;Ho and Arthur-Kelly 2013;Ho et al 2018;Faraclas 2018;Bos et al 1999;Greenwood et al 2003), tests, surveys or questionnaires were used in quantitative analyses based on a large data sample.…”

“…In total, the 21 articles represent 15 different theoretical perspectives, including two studies identified using two perspectives (Paul, Duchnowski, and Danforth 1993;Ho et al 2018). Most of the studies were based on a framework within a cultural historical perspective with 7 (33%) of the articles identified in this field (Chan and Lo 2017;Kempen and Steyn 2016;Juma, Lehtomäki, and Naukkarinen 2017;Ho and Arthur-Kelly 2013;Leko et al 2015;Simpson et al 2016;Paul, Duchnowski, and Danforth 1993). Variations within this perspective were also included, such as communities of practice, situated learning, socio-cultural, social theories of learning, social constructivism and learning communities.…”

Prácticas Docentes para una Pedagogía Inclusiva en Educación Primaria: Escuchando las voces del Profesorado

“…Además, el docente se detiene a conocer a los estudiantes, fomenta interacciones positivas con y entre ellos (Yin, Huang y Chi, 2017) y es responsable de encontrar maneras de asegurar que exista un fuerte compromiso social y todos los niños sean felices, así como una variedad de experiencias ricas dentro y fuera del contexto escolar (Sheehy y Budiyanto, 2015). De esta manera, se posiciona como agente de cambio que puede transformar las escuelas al reflexionar individual y colectivamente sobre lo que hace (Juma, Lehtomäki y Naukkarinen, 2017;Bjørnsrud y Nilsen, 2019).…”

“…A diferencia de la mayoría de las investigaciones (Florian y Beaton, 2018;Juma et al, 2017;Yin, et al, 2017), no estudiamos de manera parcelada los factores que pueden favorecer la inclusión, como es el caso de las estrategias didácticas y afectivas o la evaluación entre otras, sino que analizamos detalladamente cada una de ellas desde una visión holística y centrada en el docente. El objetivo general que nos planteamos es analizar las prácticas del profesorado que lleva a cabo una pedagogía inclusiva.…”

Time to stop polishing the brass on the Titanic: moving beyond ‘quick-and-dirty’ teacher education for inclusion, towards sustainable theories of change

“…As a partner in inclusive education in Zanzibar for over a decade NFU had encouraged a shift from cascade to whole-school in-service training (Juma and Lehtomäki 2015) and had extensive experience supporting community-based inclusive development in Zambia. A 2013 evaluation in Zanzibar recommended teacher training improvements including embedding action research in teacher professional development(Juma et al 2017a). The project was handed over to Norwegian Association of Disabled (NAD) in 2016 when NFU withdrew from international work.…”