Special Education Teachers' Views on Their Agency in Teacher Collaboration

Autor/inn/en	Paloniemi, Annukka; Björn, Piia Maria; Kärnä, Eija
Titel	Special Education Teachers' Views on Their Agency in Teacher Collaboration
Quelle	In: European Journal of Special Needs Education, 38 (2023) 3, S.349-362 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Paloniemi, Annukka) ORCID (Björn, Piia Maria) ORCID (Kärnä, Eija)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2022.2089509
Schlagwörter	Special Education Teachers; Teacher Attitudes; Professional Autonomy; Teacher Collaboration; Regular and Special Education Relationship; Foreign Countries; Elementary School Teachers; Part Time Faculty; Finland + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Berufsfreiheit; Lehrerkooperation; Ausland; Elementary school; Grundschule; Volksschule; Finnland
Abstract	Special education teachers' (SETs) views on their agency in teacher collaboration were analysed using Cultural-Historical Activity Theory (CHAT). Finnish SETs (N = 238) answered open-ended survey questions concerning successful and unsuccessful collaboration with the classroom teachers in a tiered support framework. The findings revealed that the perceived agency of the special education teachers is both limited by and directed towards the classroom teachers' understanding of the shared responsibility concerning support provision for students. Finally, the findings highlight the relevance of the cultural-historical activity theory by suggesting that the features of successful collaboration, in tandem with relevant constructs of the theory, constitute a mutual understanding of the goal of collaboration (shared object), structures (community) and guidance (norms) towards relevant use of instruments and fair division of responsibilities (division of labour). Implications for inclusive special education suggest that reciprocal reflection on the teaching practices requires shared everyday work between the SETs and the classroom teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01