Translating Inclusive Values into Pedagogical Actions

Autor/inn/en	Väyrynen, Sai; Paksuniemi, Merja
Titel	Translating Inclusive Values into Pedagogical Actions
Quelle	In: International Journal of Inclusive Education, 24 (2020) 2, S.147-161 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Väyrynen, Sai) ORCID (Paksuniemi, Merja)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1452989
Schlagwörter	Teaching Methods; Inclusion; School Policy; School Culture; Teacher Attitudes; Team Teaching; Student Diversity; Values; Foreign Countries; Students with Disabilities; Teacher Expectations of Students; Elementary School Students; Faculty Development; Teacher Collaboration; Finland + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Inklusion; Schulpolitik; Schulkultur; Schulleben; Lehrerverhalten; Teamteaching; Wertbegriff; Ausland; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrerkooperation; Finnland
Abstract	Inclusive education is an increasingly adopted approach to pedagogy, and it is based on values that should inform school policies and daily practices. It is about creating school cultures that cherish participation: learning, playing and working with others as well as making choices about, and having a say in, what happens in the school community. Therefore, teachers aiming to develop inclusive practices need to be conscious of the values behind inclusive education and put these values into action. This paper draws on ethnomethodology to explore how teachers perceive inclusive values and how they translate these into pedagogical actions, particularly in co-teaching. We approach classroom activity as an intersubjective process that becomes ordinary through interpretive practices. In this study, the teachers built their pedagogy on the diversity of both themselves and the learners. They showed an understanding of the learners' needs and provided support through changes in the learning environment and interaction in the classroom. While all of the teachers practiced co-teaching, they may not have consciously adhered to inclusive values, albeit many of their actions showed connections to these values. Continuous discussion of teachers' values is necessary for sustainable inclusive education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01