Examining Greek Special Education Teachers' Individual and Collaborative Teaching Experiences

Autor/inn/en	Morfidi, Eleni; Samaras, Anastasia P.
Titel	Examining Greek Special Education Teachers' Individual and Collaborative Teaching Experiences
Quelle	In: Teacher Education and Special Education, 38 (2015) 4, S.347-363 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406415583137
Schlagwörter	Foreign Countries; Special Education Teachers; Teaching Experience; Teacher Collaboration; Semi Structured Interviews; Inquiry; Team Teaching; Praxis; Literacy; Educational Objectives; Regular and Special Education Relationship; Data Collection; Information Utilization; Evidence Based Practice; Barriers; Teacher Role; Needs; Teacher Attitudes; Greece + Suchen Sie Ihr Suchwort? Ausland; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerkooperation; Teamteaching; Alphabetisierung; Schreib- und Lesefähigkeit; Educational objective; Bildungsziel; Erziehungsziel; Data capture; Datensammlung; Informationsnutzung; Lehrerrolle; Grundbedürfnis; Lehrerverhalten; Griechenland
Abstract	In this exploratory study, the authors examine Greek special education teachers' individual and collaborative teaching experiences in the context of their literacy instruction. The Five Foci Framework, situated in Vygotskian theory, is utilized in the study's design to examine special education teachers' individual and collaborative experiences teaching and included personal situated inquiry, critical collaborative inquiry, improved learning, transparent research process, and knowledge generation and presentation. Twenty-five special education teachers in northwestern Greece participate in the study. Data include individual semi-structured interviews, researchers' analytical memoing and dialogue, and inter-rater coding. Data are independently analyzed and result in the following themes: inquiries and goals, stories of collaboration, assessment, and challenges and needs. The authors offer suggestions for enacting co-teaching within the structures of national standards through collaborative self-study. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01