Search results for "teachers"
showing 10 items of 617 documents
Developing inclusive pre-service and in-service teacher education : Insights from Zanzibar primary school teachers
2017
Developing inclusive teacher education to improve learning and schooling for all children is attracting increasing interest worldwide. This study examined teachers’ insights into the development of inclusive teacher education by drawing on collaborative action research conducted by 20 primary school teachers in Zanzibar, Tanzania. The data were collected through semi-structured interviews and self-reflective journals kept by the teachers and the first author. The qualitative thematic content analysis revealed: (1) the need to embed inclusive education and action research into pre-service and in-service teacher education curricula and (2) both school-based organisational learning and school–…
Developing inclusive education policy and practice in Zanzibar : collaborative action research
2018
This doctoral dissertation, which consists of three interrelated sub-studies and an overarching summary, explores the inclusive education development process in Zanzibar, Tanzania. The purpose of the research is to contribute to the development of inclusive policies and practices in order to increase the presence, participation and achievement of all learners. The overarching research question investigated in this research was as follows: How is inclusive education developed in Zanzibar, and how can it be better integrated into the education system? This question was divided into six sub-questions. Each of the three interrelated sub-studies in this dissertation focused on specific sub-quest…
"You've got the color, but you dont't have the shades" : primary education CLIL teachers' identity negotiation within the Finnish context
2018
This dissertation explores how professional identity is experienced by teachers in Content and Language Integrated Learning (CLIL) instruction. In particular, it addresses professional identity in relation to two immediate contexts of teacher activity, i.e. that of the classroom and that of the collegial community. In addition to exploring how these two sides of the professional self give rise to a broader understanding of professional identity, this dissertation also explores aspects of professional agency and the negotiation of emotions in their work. The dissertation is founded on fourteen interviews with Finnish kindergarten and primary education teachers doing CLIL. The data were thema…
"Ei tehdä mitään numeroo" : heteronormatiivisuus ja sukupuolen moninaisuus liikunnanopettajien puhetavoissa seksuaali- ja sukupuolivähemmistöihin kuu…
2020
Tutkimme tässä artikkelissa liikunnanopettajien puhetapoja seksuaali- ja sukupuolivähemmistöihin kuuluvista oppilaista koululiikunnassa. Aineisto koostuu kymmenen opettajan haastatteluaineistosta sekä 105 opettajan verkkokyselyaineistosta. Analysoimme laadullisella sisällönanalyysilla puhetavoista heteronormatiivisuutta sekä sukupuolen moninaisuutta. Hallitsevan puhetavan seksuaali- ja sukupuolivähemmistöihin kuuluvien oppilaiden ja opetuskäytäntöjen näkökulmasta muodostavat sukupuolitetut käytännöt, joita liikunnanopettajat haastavat pyrkimällä ei-sukupuolittavaan kielenkäyttöön ja ryhmäjakojen ylityksiin. Parhaiksi tavoiksi edistää seksuaali- ja sukupuolivähemmistöjen yhdenvertaisuutta ja…
Orientamenti nella formazione docente per l’inclusione
2020
Dinanzi alle sfide inclusive che la scuola oggi pone, legate al bisogno di comunità, inclusione, rispetto della diversità, si registra la necessità di accrescere una cultura dell’autovalutazione negli insegnanti, onde generare consapevolezza e programmare piani di miglioramento della didattica. Sin dalla formazione iniziale, è opportuno misurare e monitorare un costrutto complesso come quello dell’inclusione, affinché gli insegnanti sviluppino riflessività e consapevolezza e comprendano meglio il contesto socio-culturale in cui agiscono, nonché gli effetti della loro azione sugli alunni. In tale prospettiva, è stata condotta una rilevazione delle percezioni sull’agire inclusivo su un campio…
La Self-Efficacy degli insegnanti di sostegno in formazione iniziale
2021
Nell’ultimo ventennio gli studi sulla Self-Efficacy hanno sempre più indagato le percezioni degli insegnanti e come queste influenzano, non solo il loro modo di lavorare, ma soprattutto gli esiti di apprendimento e il senso di autoefficacia degli allievi. La percezione di autoefficacia degli insegnanti nel costruire ambienti di apprendimento inclusivi assume un ruolo ancora più importante. Il presente contributo indaga tale costrutto in un campione di 1591 studenti iscritti al V ciclo del corso per il conseguimento della specializzazione per le attività di sostegno didattico per gli alunni con disabilità dell’Università degli Studi di Palermo. In the last twenty years, studies on Self-Effic…
Importance of and need for intercultural education according to students: future teachers
2018
Abstract The aim of this article was to address the subject of intercultural education understood as a problem, which, in the process of educating students who will become teachers, should be taken into consideration in such a scope to make sure that the future teachers can support their pupils in the formation of desired attitudes and behaviours in their relations with individuals of different cultural, national and ethnic backgrounds. The first section deals with the importance of intercultural education in the context of the meaning of the following terms: multiculturalism, culture and education. It refers to selected scopes and interpretation of interculturalism and intercultural educa…
Co-evolution between Trust in Teachers and Higher Education Enabled by ICT Advancement – A Suggestion to ICT Growing Economies
2016
In light of the increasing significance of trust-based higher education towards digitally-rich learning environments, co-evolution dynamism between trust in teachers and higher education enabled by ICT advancement was analyzed. Using the rate of trust in teachers for good education in the Global Teacher Status Index, together with statistics on higher education level and ICT advancement, an empirical numerical analysis of 20 countries was attempted. It was identified that while ICT advanced countries have constructed a co-evolution between ICT, higher education and trust, ICT growing countries have not succeeded due to a vicious cycle between ICT and trust. Finland’s educational success can…
CLIL Challenges : Secondary School CLIL Teachers’ Voices and Experienced Agency in Three European Contexts
2020
This qualitative interview study focuses on CLIL (Content and Language Integrated Learning) teacher agency in three European contexts, Austria, Finland and Andalusia, Spain. The aim of the study is to understand how individual CLIL teachers experience their agency when encountering challenges in their work and to demonstrate the multifaceted quality of their agency. The study employs the Listening Guide method (Gilligan, 2015) to listen to the voices of three secondary school subject teachers from three diverse contexts. The analysis shows that CLIL challenges both empowered and disempowered the teachers depending on how meaningful they found their work and what their possibilities to act w…
Being a teacher in England : teacher development in the biographies of three English primary school teachers
2017
Tutkimuksessa tarkastelen kolmen eri-ikäisen englantilaisen alakoulun opettajan ammatillista kehittymistä elämäkerrallisen haastattelumenetelmän avulla. Tutkimusaihe on tärkeä, koska opettajan vaikutus koulun toimintaan ja kehittämiseen sekä lasten oppimiseen on merkittävä. Lisäksi useat kansainväliset vertailututkimukset osoittavat, että oppimisessa on merkittäviä haasteita tutkimuksen kohteena olevassa englantilaisessa koulujärjestelmässä. On merkityksellistä tutkia, miten opettaja kokee voivansa vaikuttaa työhönsä ja työssä kehittymiseen tässä kontekstissa, jotta voisimme lisätä ymmärrystä koulutuksen ja oppimisen kehittämishaasteista. Tutkimuksessa opettajan kehittyminen nähdään sekä ul…