Collaboration between special education teachers and visual arts education teachers in working with pupils with severe specific learning difficulties and its relationship to professional development

IntroductionThe study presents the development and validation of the Teaching Approach Scale (TAS), a tool aimed at assessing teaching approaches in educational settings. Literature emphasizes the significance of collaboration and a student-centered approach in enhancing learning environments. However, the translation of these approaches into daily practices faces challenges due to entrenched traditions and individual perspectives. The TAS addresses this gap by assessing educators’ perspectives on teaching approaches.MethodExploratory and confirmatory factor analyses carried on a sample of 642 teachers revealed four dimensions defining learning approaches: (a) Development of students’ autonomy, (b) Comparison and synergy in the teacher’s group, (c) Development of the student as a person, and (d) Standardization of teaching.Results and discussionThe TAS serves as a valuable instrument for capturing teachers’ perspectives on teaching, thereby offering valuable insights for enhancing teaching practices and fostering professional development. Further studies need to face TAS validity and reliability, nevertheless, this study underscores the importance of considering teacher learning cultures in improving educational procedures, highlighting the role of individual perspectives in shaping teaching practices and learning environments.

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Collaboration between special education teachers and visual arts education teachers in working with pupils with severe specific learning difficulties and its relationship to professional development

Cited by 2 publications

References 16 publications

Attitudes and perceptions of teacher self-efficacy and collaborative practices in the context of inclusive education for students with special educational needs in Portuguese schools

Attitudes and perceptions of teacher self-efficacy and collaborative practices in the context of inclusive education for students with special educational needs in Portuguese schools

Development and factor structure of the teaching approach scale

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