Inclusion seen by student teachers in special education: differences among Finnish, Norwegian and Swedish students

Takala, Marjatta; Haussttätter, Rune Sarromaa; Ahl, Astrid; Head, George

doi:10.1080/02619768.2011.654333

Cited by 35 publications

(24 citation statements)

References 45 publications

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“…Four were contextualized within literature on the process of becoming a teacher, although they drew on different bodies of literature and their foci differed, such as how student teachers perceive teaching practice (Caires, Almeidia, & Vieira, 2012), or how cooperating teachers affect student teachers' beliefs and practices (Rozelle & Wilson, 2012; see also Lopes & Pereira, 2012;Soslau, 2012). Three studies addressed other issues: student teachers' emotional intelligence, contextualized within literature about why teachers burn out (Corcoran & Tormey, 2012); the relationship between teacher candidates' sense of efficacy and the length versus quality of student teacher program, contextualized within policy discussions about student teaching (Ronfeldt & Reininger, 2012); and how special education student teachers in three countries with different policy contexts view inclusion (Takala, Haussttätter, Ahl, & Head, 2012). Three studies addressed other issues: student teachers' emotional intelligence, contextualized within literature about why teachers burn out (Corcoran & Tormey, 2012); the relationship between teacher candidates' sense of efficacy and the length versus quality of student teacher program, contextualized within policy discussions about student teaching (Ronfeldt & Reininger, 2012); and how special education student teachers in three countries with different policy contexts view inclusion (Takala, Haussttätter, Ahl, & Head, 2012).…”

Section: Researching Within More Than Across Silosmentioning

confidence: 99%

Toward Teacher Education Research That Informs Policy

Sleeter

2014

Educational Researcher

113

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This article investigates the extent to which researchers are currently engaged in a shared research program that offers systematic evidence of the classroom impact of organized venues (preservice as well as inservice) for teacher professional learning. The article stems from concern about policies rooted in suspicion that teacher education is either ineffective or tangential to improving outcomes for students, as well as earlier findings that far too little teacher education research has been designed to address that suspicion with data (Cochran-Smith & Zeichner, 2005; Yoon, Duncan, Lee, Scarloss, and Shapely, 2007). An analysis of 196 articles published in 2012 in four leading teacher education journals internationally found only 1% to report large-scale mixed-methods studies, only 6% to examine the impact of teacher education on teaching practice and/or student learning, and most of the rest to be conducted within rather than across silos. Three recommendations for strengthening teacher education research are offered.

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Section: Researching Within More Than Across Silosmentioning

confidence: 99%

Toward Teacher Education Research That Informs Policy

Sleeter

2014

Educational Researcher

113

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“…However, the amount of special support provided is still much higher in Finland than in Sweden. Previous research and statistics indicate that Sweden is more inclusive than Finland, with fewer children in special education (EADSNE, 2010a, 2010b; Takala, Hausstätter, Ahl & Head, ).…”

Section: Special Education In Sweden and Finlandmentioning

confidence: 99%

Special education in Swedish and Finnish schools: seeing the forest or the trees?

Takala¹,

Ahl²

2014

British J Special Edu

Self Cite

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The purpose of this research was to study the content of the work of two special education professions in Sweden, special teachers and special pedagogues. In addition, we compare their work to the work of Finnish special teachers. The Swedish participants were 74 special educators: 27 special teachers and 47 special pedagogues. The Finnish data were from an earlier study, involving 133 special teachers. Participants in both countries were approached via a questionnaire. The results show that Swedish special pedagogues do more consultative work and Swedish special teachers more direct work with pupils. However, there is plenty of overlap in the work profiles of Swedish special pedagogues and special teachers. Most of the work content is in line with the Finnish findings, except that Finnish special teachers had a minor consultative role. It seems that the work duties across the two professions, special pedagogues and special teachers, are somewhat similar. Their ways of working in practice are discussed.

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“…To create and maintain the students' confidence, to choose one's conflicts and be consistent (Cefai & Coopers, 2010;Hejlskov, 2014;Humhrey 2009;Juul, 2005;Kadesjö, 2010). The teachers in this study, as mentioned in previous research, also ask and yearn for more knowledge and competencies (Avramidis & Norwich, 2002;de Boer, Pijl, & Minnaert, 2011;Takala, Haussttätter, Ahl, & Head, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…Because of the concept of inclusion's multiple meanings and implications for practice, teachers construct their teacher mission from a pragmatic position of getting things to work. Some teachers are even unaware of the term inclusion and the concept per se, but are expected to implement this policy regardless of their personal views and often without recourses (Dyson & Millward, 2000;Lloyd, 2013;Takala, Haussttätter, Ahl, & Head, 2012). Students who disturb the class are constructed as being a problem for both themselves and the rest of the class.…”

Section: Previous Researchmentioning

confidence: 99%

What is Inclusive Didactics? Teachers’ Understanding of Inclusive Didactics for Students with EBD in Swedish Mainstream Schools

Gidlund

Boström

2017

IES

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Including students with emotional and behavioral difficulties (EBD) in general education is one of teachers' greatest challenges and make the dilemma of inclusion displays its most difficult side. This article contributes to the understanding of how teachers in Swedish mainstream schools understand the concept of inclusive didactics for students with EBD. This article employs a directed qualitative content analysis supplemented with descriptive statistics related to the categories of inclusive didactics. Didactic theory was the basis of the predefined categories by which the analysis was completed. Empirical data were collected through 6 focus-group interviews and 37 individual follow-up interviews. The findings indicate that three didactic aspects were dominant in teachers' understanding of inclusive didactics: Student(s), Methods, and Teacher. Less accentuated were Subject, Rhetoric and Interaction. Thus these teachers' understanding and previous research is not consistent. The overall conclusion is that the concept of inclusive didactics is complex, complicated, and difficult for teachers to relate to. The descriptions are both vague and simplistic and therefore difficult for teachers to implement. This article clearly highlights that teachers often feel frustrated and inadequate, and blame themselves for the students' deficiency and failure, thus concluding that strategies for distinct descriptions and teacher practices are needed.

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Inclusion seen by student teachers in special education: differences among Finnish, Norwegian and Swedish students

Cited by 35 publications

References 45 publications

Toward Teacher Education Research That Informs Policy

Toward Teacher Education Research That Informs Policy

Special education in Swedish and Finnish schools: seeing the forest or the trees?

What is Inclusive Didactics? Teachers’ Understanding of Inclusive Didactics for Students with EBD in Swedish Mainstream Schools

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