Inclusive Education and Teachers’ Perceptions of Lesson Planning and Lesson Work from a Student Inclusive Perspective
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Redalyc
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| Natura: | Artículo científico |
| Lingua: | en |
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Universidade de Lisboa
2021
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| _version_ | 1876462355725942784 |
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| author | Elaine Kotte |
| author_facet | Elaine Kotte |
| contents | Inclusive Education and Teachers’ Perceptions of Lesson Planning and Lesson Work from a Student Inclusive Perspective Elaine Kotte Educación lesson planning mainstream classroom teachers’ perceptions Collegial collaboration differentiated teaching This article discusses the multifaceted concept of inclusion referring to a study (Kotte, 2017). It aims to contribute with deeper knowledge of teachers’ perceptions of inclusive education regarding students’ diverse learning prerequisites. The methodology is a combination of a quantitative and qualitative data analysis related to teachers participating in a Swedish national research and school improvement program. The analysis is performed through Biesta’s dimensions of the aim of education, Uljens’ model for analyzing didactic action; Hedegaard-Sørensen’s situated professionalism and Tomlinson’s differentiation of teaching. Some main results show that teachers have a positive attitude to inclusion but they also understand it as a difficult task to carry through during lessons. They experience a dilemma between single students’ needs and the interests of the class as a whole. Further results indicate that collegial collaboration is regarded as a valuable aspect for the inclusive didactic lesson planning and lesson work to be successful. 2021 artículo científico 2182-8474 https://www.redalyc.org/articulo.oa?id=575769845004 https://www.redalyc.org/journal/5757/575769845004/ https://www.redalyc.org/journal/5757/575769845004/html/ https://www.redalyc.org/journal/5757/575769845004/575769845004.epub https://www.redalyc.org/journal/5757/575769845004/movil 10.7440/res64.2018.03 en http://www.redalyc.org/revista.oa?id=5757 Sisyphus — Journal of Education application/pdf Universidade de Lisboa Sisyphus — Journal of Education (Portugal) Num.3 Vol.9 |
| format | Artículo científico |
| id | redalyc_575769845004 |
| institution | Redalyc |
| language | en |
| publishDate | 2021 |
| publisher | Universidade de Lisboa |
| spellingShingle | Inclusive Education and Teachers’ Perceptions of Lesson Planning and Lesson Work from a Student Inclusive Perspective Elaine Kotte Educación lesson planning mainstream classroom teachers’ perceptions Collegial collaboration differentiated teaching Inclusive Education and Teachers’ Perceptions of Lesson Planning and Lesson Work from a Student Inclusive Perspective Elaine Kotte Educación lesson planning mainstream classroom teachers’ perceptions Collegial collaboration differentiated teaching This article discusses the multifaceted concept of inclusion referring to a study (Kotte, 2017). It aims to contribute with deeper knowledge of teachers’ perceptions of inclusive education regarding students’ diverse learning prerequisites. The methodology is a combination of a quantitative and qualitative data analysis related to teachers participating in a Swedish national research and school improvement program. The analysis is performed through Biesta’s dimensions of the aim of education, Uljens’ model for analyzing didactic action; Hedegaard-Sørensen’s situated professionalism and Tomlinson’s differentiation of teaching. Some main results show that teachers have a positive attitude to inclusion but they also understand it as a difficult task to carry through during lessons. They experience a dilemma between single students’ needs and the interests of the class as a whole. Further results indicate that collegial collaboration is regarded as a valuable aspect for the inclusive didactic lesson planning and lesson work to be successful. 2021 artículo científico 2182-8474 https://www.redalyc.org/articulo.oa?id=575769845004 https://www.redalyc.org/journal/5757/575769845004/ https://www.redalyc.org/journal/5757/575769845004/html/ https://www.redalyc.org/journal/5757/575769845004/575769845004.epub https://www.redalyc.org/journal/5757/575769845004/movil 10.7440/res64.2018.03 en http://www.redalyc.org/revista.oa?id=5757 Sisyphus — Journal of Education application/pdf Universidade de Lisboa Sisyphus — Journal of Education (Portugal) Num.3 Vol.9 |
| title | Inclusive Education and Teachers’ Perceptions of Lesson Planning and Lesson Work from a Student Inclusive Perspective |
| topic | Educación lesson planning mainstream classroom teachers’ perceptions Collegial collaboration differentiated teaching |
| url | https://www.redalyc.org/articulo.oa?id=575769845004 https://www.redalyc.org/journal/5757/575769845004/ https://www.redalyc.org/journal/5757/575769845004/html/ https://www.redalyc.org/journal/5757/575769845004/575769845004.epub https://www.redalyc.org/journal/5757/575769845004/movil |