ABSTRACT

This research study focuses on how teachers experience, negotiate and resolve tensions through the collaboration with other teachers and members of staff and the factors which may influence, support or undermine their role as inclusive teachers. For the purposes of this study, we drew upon Cultural Historical Activity Theory framework to examine the interconnectedness of the factors that may influence teachers’ collaborative activities. We used Cyprus as our case study to explore the collective activity of collaboration (or lack of) between teachers and other members of staff in the school system. Research data revealed that teachers are increasingly aware of the value the collaboration with other teachers as a means to achieve inclusion more successfully. However, a number of factors including professional factors and contextual factors such as increased workload, lack of additional personnel in classrooms, curriculum demands and home-school relationship were found to create tensions in the activity of collaboration and consequently to affect the implementation of inclusion in the school system.

摘要

本研究的重点是教师如何通过与其他教师和教职员工的合作来体验、协商和解决紧张局势，以及可能影响、支持或破坏他们作为全纳教师角色的因素。出于本研究的目的，我们利用文化历史活动理论框架来检验可能影响教师合作活动的因素之间的相互联系。我们以塞浦路斯为案例研究，探索学校系统中教师和其他工作人员之间合作（或缺乏）的集体活动。研究数据显示，教师越来越意识到与其他教师合作作为更成功地实现包容性的手段的价值。然而，