Literaturnachweis - Detailanzeige
Autor/in | Naraian, Srikala |
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Titel | General, Special "and" ... Inclusive: Refiguring Professional Identities in a Collaboratively Taught Classroom |
Quelle | In: Teaching and Teacher Education: An International Journal of Research and Studies, 26 (2010) 8, S.1677-1686 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0742-051X |
DOI | 10.1016/j.tate.2010.06.020 |
Schlagwörter | Inclusive Schools; Disabilities; Special Education Teachers; Team Teaching; Teacher Collaboration; Self Concept; Teacher Behavior; Behavior Change; Teaching Conditions; Regular and Special Education Relationship; Peer Relationship Inclusive school; Integrative Schule; Handicap; Behinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Teamteaching; Lehrerkooperation; Selbstkonzept; Teacher behaviour; Lehrerverhalten; Lehrbedingungen; Unterrichtsbedingungen; Peer-Beziehungen |
Abstract | In implementing inclusive education, special educators frequently collaborate with general educators in various settings. How does such collaborative practice complicate the configuration of their professional identities? This paper uses the framework of "figured world" (Holland, Lachiotte, Skinner, & Cain, 1998) to scrutinize the practice of one special educator, Stephanie. Alternatively assuming both subordinate and lead positions within a collaborative teaching team, Stephanie refigured her professional identity and practice contingently, initiating a trajectory of change that extended to "out-of-classroom" spaces (Clandinin & Connolly, 1996). Stephanie's improvisations in this process index the significance of teachers' authorial spaces in the implementation of inclusive education. (As Provided). |
Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |