Students' Social Self-Image and Engagement with Studies within the Classroom: A Qualitative Multimethod Research on Teachers' Pedagogical Activities in Inclusive Education

Autor/inn/en	Lakkala, Suvi; Uusiautti, Satu; Kyrö-Ämmälä, Outi; Grönfors, Perttu
Titel	Students' Social Self-Image and Engagement with Studies within the Classroom: A Qualitative Multimethod Research on Teachers' Pedagogical Activities in Inclusive Education
Quelle	In: International Journal of Whole Schooling, 16 (2020) 1, S.35-60 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1710-2146
Schlagwörter	Self Concept; Learner Engagement; Learning Activities; Teaching Methods; Inclusion; Foreign Countries; Team Teaching; Grade 2; Grade 4; Grade 1; Regular and Special Education Relationship; Elementary School Teachers; Student Empowerment; Social Development; Teacher Student Relationship; Peer Relationship; Finland + Suchen Sie Ihr Suchwort? Selbstkonzept; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Inklusion; Ausland; Teamteaching; School year 02; 2. Schuljahr; Schuljahr 02; School year 04; 4. Schuljahr; Schuljahr 04; School year 01; 1. Schuljahr; Schuljahr 01; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Studienberechtigung; Soziale Entwicklung; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Finnland
Abstract	In this study, we assessed how Finnish teachers' professional actions support their students' engagement and positive self-image at school. This qualitative multimethod study is comprised of three sub-studies: (1) the research Data Set A included pedagogical reflective journals, observations of, and interviews with, two Finnish teachers and their classes (2nd and 4th grades); (2) the research Data Set B involved interviews with, and observations of, two Finnish co-teachers (a class teacher and a special education teacher) and their combined 1st and 2nd grade class; and (3) the research Data Set C consisted of individual interviews with four Finnish elementary school teachers working in the 1st and 2nd grades. Our findings identified practices to enhance students' choice and sense of agency; teachers' actions to support students' perceptions of themselves as transformable and developing learners; and teachers' practices where their students can make friends and form positive relationships. In conclusion, we conceptualized the findings of this study within the theory of inclusive pedagogy to enhance the understanding of the teacher competences necessary to build pupils' self-image and engagement with their studies. (As Provided).
Anmerkungen	Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail: wholeschooling@twmi.rr.com; Web site: http://www.wholeschooling.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01