0000000000683709
AUTHOR
Maryann Jortveit
Do different routes to becoming a special educator produce different understandings of the profession and its core concepts?
There are multiple routes to becoming a special educator in Norway. In recent years, bachelor's degree programmes have offered an alternative to the traditional path in which special education coursework is taken as a part of teacher education. The purpose of this study was to investigate whether these different programmes produce different understandings of the special education profession and its core concepts. We surveyed 27 bachelor students and 36 teacher education students using open-ended questions concerning their future goals and expectations and the concepts of ‘inclusion,’ ‘learning disability,’ and ‘special educator’. Teacher education students were more likely to: (a) view incl…
Inkludering i en flerkulturell skole : en kvalitativ studie av forståelsen av inkludering uttrykt i styringsdokumenter og blant lærere
Avhandling for graden philosophiæe doctor, Universitetet i Agder, Fakultet for humaniora og pedagofikk
The ‘Why, What and How’ of Inclusion from the Practitioner's Point of View: Inclusion of Immigrant Children in the Norwegian Educational System
The aim of the article is to explore teachers' perceptions of the concept of multicultural inclusion. The study adopts a qualitative approach where 14 individual semi-structured interviews have been used to assess and analyse teachers' reflections when considering the ‘why, what and how’ questions surrounding inclusion. The overall findings indicate that teachers view multicultural inclusion as a desirable and positive process which should be practised in contemporary schools. However, the findings also indicate that teachers use rather common and imprecise terms and generally hold that this process is straightforward and unproblematic in terms of its definition. This is further supported …
“Bridging Old Relations”: The (De)Construction of Ethnic Identity in the Educational Context of Bosnia and Herzegovina From the Teachers' Point of View
ABSTRACTThe present study focuses on an educational arrangement in Bosnia and Herzegovina (BiH) known as “two schools under one roof.” The term refers to two different ethnic groups (Bosniaks and Croats) physically sharing the same school building, but maintaining separate administrations, teaching staff, and curricula. The purpose of the study is to explore the manner in which teachers (seven Bosniak and four Croat) from the two ethnic groups perceive and construct their group identities within this context. Findings indicate that the teachers’ sense of belonging to different ethnic groups is strong and that the use of language functions as a vital marker for expressing group identity. In …
Co-teaching that works; Special and General Educators’ Perspectives on Collaboration
There are surprisingly few studies analysing collaboration between special and general educators that has been proven to work well. The aim of the present study is to explore the perspectives of sp...
A comparative study of Norwegian and Swedish special educators’ beliefs and practices
The purpose of this study was to examine and compare Norwegian (n = 320) and Swedish (n = 425) special educators’ reported practices and beliefs about key aspects of their profession. Data was coll...