ABSTRACT

Collaboration between educators is considered to be the key issue when implementing inclusive practices within schools. An open-ended questionnaire and semi-structured interviews were used to extend the current understanding of collaboration between teaching staff. The questionnaire was administrated to 167 classroom teachers, subject teachers, special education teachers and teaching assistants in primary, secondary and special education public schools in Finland. Also, semi-structured interviews with 20 participants were used to deepen the understanding of the elements included in the teaching activity in diverse classrooms. The results indicate coordination, cooperation, and reflective communication as modes of collaborative action in the participants’ teaching. By combining the perspectives of the activity theory framework and modes of collaboration, the results illuminate how educators often wished to have collaboration but usually played their traditional positions in the multilayered teaching activity. The implications for preparing educators to enhance reflective collaboration for more effective inclusive practices are discussed.

摘要

在学校内部实施包容性实践时，教育者之间的合作被认为是关键问题。开放式问卷和半结构式访谈被用于扩展当前对教职员工之间协作的理解。该问卷已向芬兰小学，中学和特殊教育公立学校的167名课堂教师，学科教师，特殊教育老师和助教进行了管理。此外，通过对20名参与者进行半结构化访谈，加深了对不同教室教学活动中所包含内容的理解。结果表明，协作，合作和反思性沟通是参与者教学中协作行动的模式。通过结合活动理论框架和协作模式的观点，研究结果阐明了教育工作者通常希望进行协作但通常在多层教学活动中扮演传统角色的方式。讨论了为使教育者做好准备以加强反思合作以实现更有效的包容性实践的意义。