"Trying, Failing, Succeeding, and Trying Again and Again": Perspectives of Teachers of Pupils with Severe Profound Multiple Learning Difficulties

Autor/inn/en	Jones, Phyllis; Riley, Michael W.
Titel	"Trying, Failing, Succeeding, and Trying Again and Again": Perspectives of Teachers of Pupils with Severe Profound Multiple Learning Difficulties
Quelle	In: European Journal of Teacher Education, 40 (2017) 2, S.271-285 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2017.1284196
Schlagwörter	Teaching Experience; Special Education Teachers; Severe Disabilities; Learning Problems; Comorbidity; Synchronous Communication; Asynchronous Communication; Experiential Learning; Inquiry; Transformative Learning; Communities of Practice; Reflective Teaching; Constructivism (Learning); Special Schools; Faculty Development; Teacher Attitudes; Foreign Countries; Focus Groups; Interviews; Qualitative Research; United Kingdom (England) + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Severe disability; Schwerbehinderung; Lernproblem; Experiental learning; Erfahrungsorientiertes Lernen; Pädagogische Transformation; Community; Special school; Sonderschule; Lehrerverhalten; Ausland; Interviewing; Interviewtechnik; Qualitative Forschung
Abstract	This article explores the perspectives of seven teachers in England who teach pupils with severe profound and multiple learning difficulties about their learning to teach this group of students. Teachers' views were captured through a combination of synchronous and asynchronous online communications. Four themes emerged from teachers' perspectives about their own learning: learning through doing in the classroom, learning through self-inquiry and research, learning from and with others and more formal learning opportunities. A constructivist approach to teacher learning is affirmed as a helpful lens to further understand how teachers learn to teach pupils with complex learning profiles. The article supports teacher learning as a holistic process that takes place throughout teachers' careers. It highlights the value teachers place on learning through doing in the classroom, learning through self-inquiry and research, learning from and with others, as well as formal learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01