From discrete to transformed? Developing inclusive primary school teacher education in a Finnish teacher education department

Naukkarinen, Aimo

doi:10.1111/j.1471-3802.2010.01168.x

Cited by 12 publications

(8 citation statements)

References 15 publications

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“…This gives further weight to the suggestion that among the most significant conditions present in this school was its team ethos and the students' experience of it. The theory that effective models of inclusive teacher education (and more generally, teacher education) are built upon collaborative models of professional learning enacted within the context of systematic enquiry (Darling Hammond, 2006;Hammerness, 2005;Korthagen et al, 2006;Naukkarinen, 2010;Wang & Fitch, 2010) is strongly supported by the evidence presented in this study.…”

Section: 3: Team Work and Collaborationsupporting

confidence: 54%

“…education is further supported through reference to those jurisdictions that are particularly effective in securing high attainment for all, notably Singapore (Tatto, 2013, Goodwin, 2012 and Finland (Malinen & Savolainen, 2012;Naukkarinen, 2010;Sahlberg, 2012). Common to these countries is a systematically planned, well resourced, values-based national strategy for teacher education.…”

Section: Consideration Of What Might Characterise An Effective Model mentioning

confidence: 99%

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Effective inclusive teacher education for special educational needs and disabilities: Some more thoughts on the way forward

Robinson

2017

Teaching and Teacher Education

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This study sought to identify the principles and practices underpinning effective inclusive teacher education for special educational needs (SEN) in ordinary schools through an inclusive action research project. The findings demonstrate that where practitioner development involves critical-theoretical, reflexive, research-oriented collaborations among a professional learning community, practitioners become more confident and skilful in enacting inclusive practice. This community was formed in the context of a school-university partnership and included pre-service teachers, experienced teachers, teaching assistants and university tutors. Its findings cast serious doubt over the efficacy of de-intellectualised, ‘on the job’ training models favoured by policy makers in England and elsewhere

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Section: 3: Team Work and Collaborationsupporting

confidence: 54%

Section: Consideration Of What Might Characterise An Effective Model mentioning

confidence: 99%

Effective inclusive teacher education for special educational needs and disabilities: Some more thoughts on the way forward

Robinson

2017

Teaching and Teacher Education

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“…A major question also concerns the dissatisfaction in perceiving individuals' differences rather than population diversity, namely the focus on impairments rather than functioning, and the promotion of segregation rather than inclusion. Naukkarinen (2010) pointed out that teachers must see learners as having "multiple intelligences and learning styles along many dimensions, rather than belonging to a category" (p. 190). This view invites us to develop a continuum of support rather than a model based on categorization.…”

Section: Special Needs Education: From Prescriptive Elements To An Inmentioning

confidence: 99%

Towards teacher professionalization for inclusive education: Reflections from the perspective of a socio-cultural approach

Arcidiacono¹,

Baucal²

2020

EHA

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A common challenge in education in many European countries is related to inclusive education. It is probably the most important change in education for quite some time because it requires a comprehensive and deep transformation of mindset and practices with respect to all key aspects of education (e.g. policy making, teacher education, professional development of teachers, teaching/ learning practices, school leadership, family-school collaboration). The quest for inclusive education is also related to new tensions between different actors in education (teachers, students, parents, school principals, researchers and policy makers), since it disrupts foundation principles and ideas of dominant practices that are crystallized and normalized during a long history of segregated education of students with specific educational needs. Thus, it does not come as a surprise that the implementation of inclusive education is related to different opinions, hopes, concerns and reactions among key actors.In this paper we are focusing on teacher education and teacher professionalization to reflect on these topics from the perspective of a socio-cultural approach. We believe that this view provides an appropriate conceptual lens for a better understanding of controversies and complexities related to the implementation of inclusive education, as well as for a reflection on teacher education, professional development and adequate support to teach. Following this line of thought, the paper is organized in three sections.In the first one, we discuss the key assumption and the main concepts related to a socio-cultural approach within the overarching socio-cultural tradition. We will argue why the proposed view is an appropriate perspective to reflect on teacher training and professionalization in relation to inclusive education. We have chosen a specific approach because it assumes that the

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“…One of the goals of the Finnish education policy has been that all learners in comprehensive schools are schooled together (Takala, Pirttimaa & Törmänen, 2009, p. 162), in order to attain the full experience of participation and equality for all children. In Finland this experience of participation has been overshadowed by an intense focus on learning outcomes, according to Naukkarinen (2010). Even though "a fully participatory" school is hardly ever actualized (Florian, Black-Hawkins, & Rouse, 2017), attempts have been made across the world to provide opportunities for participation for all learners in inclusive schools (Black-Hawkins, 2013).…”

Section: Introductionmentioning

confidence: 99%

Pupils’ Experience of Social Participation in Finnish Primary Schools

Ketovuori

Hirvensalo

Pihlaja

et al. 2020

nse

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Social participation means taking a full and active role in school life, being a valued and integral member of the school community. The purpose of this study was to examine pupils’ experiences of social participation and their active roles in Finnish primary schools. The intention was to find out in what ways primary school pupils’ (n = 3,760) personal experiences of pupil–pupil (PP) and pupil–teacher (PT) interaction vary between genders and across age groups in small and large schools. Pupils’ experiences were examined with questions concerning the active participation of the child and the participatory role of the teacher. The results show that pupils’ experiences vary, and there are differences between schools in terms of pupils’ social participation.

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From discrete to transformed? Developing inclusive primary school teacher education in a Finnish teacher education department

Cited by 12 publications

References 15 publications

Effective inclusive teacher education for special educational needs and disabilities: Some more thoughts on the way forward

Effective inclusive teacher education for special educational needs and disabilities: Some more thoughts on the way forward

Towards teacher professionalization for inclusive education: Reflections from the perspective of a socio-cultural approach

Pupils’ Experience of Social Participation in Finnish Primary Schools

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