Teachers Talk on Student Needs: Exploring How Teacher Beliefs Challenge Inclusive Education in a Norwegian Context

Autor/in	Aas, Hanne Kristin
Titel	Teachers Talk on Student Needs: Exploring How Teacher Beliefs Challenge Inclusive Education in a Norwegian Context
Quelle	In: International Journal of Inclusive Education, 26 (2022) 5, S.495-509 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1698065
Schlagwörter	Student Needs; Teacher Attitudes; Foreign Countries; Inclusion; Elementary School Teachers; Teacher Role; Teacher Responsibility; Individual Differences; Professional Development; Grade 1; Grade 2; Grade 5; Grade 7; Norway + Suchen Sie Ihr Suchwort? Lehrerverhalten; Ausland; Inklusion; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerrolle; Lehrverpflichtung; Individueller Unterschied; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 05; 5. Schuljahr; Schuljahr 05; School year 07; 7. Schuljahr; Schuljahr 07; Norwegen
Abstract	This study explores teacher talk in the early phase of a project in a Norwegian elementary school where Lesson Study is used as a method for professional development. The study focuses on inclusion and aims to explore what beliefs about student needs and teacher role and responsibilities become evident, and how these beliefs can challenge development towards a more inclusive practice. To this end, content analysis is applied to audio recordings of teacher teams' planning meetings. Despite an overall positive attitude towards inclusion, and inclusive structures in the school, findings point at factors in teachers' beliefs that can challenge the inclusion process. These factors are: student needs understood as individual problems, adaptation understood as individualised and laborious and a limited view on teacher role, where their responsibility mainly regard academic learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01