ABSTRACT

In this collaborative action research project three researchers and six primary teachers in two Greek mainstream schools developed a peer tutoring programme for 130 students, 11 of whom were students with special educational needs and disabilities (SEND). Through exploring new roles for researchers and teachers, the aim of this study was to enhance teachers’ capacity to develop peer tutoring programmes and improve students’ academic and social skills. Teachers and researchers actively collaborated in the development, delivery and evaluation of the programme through the collection and analysis of a range of qualitative data. Data were collected through focus groups, interviews, observations and diaries. The teachers and researchers learned to collaborate in creating an inclusive environment for all students through on-going and in-service support, and to make shared decisions based on honest dialogue. Both teachers and students considered peer tutoring effective for students with SEND but not for all the students without SEND. This collaborative project positively challenged the teachers’ and researchers’ thinking, highlighting the fact that the development of any inclusive classroom practice, such as peer tutoring, should incorporate the participants’ decisions as a means to resolve the complexities between the theoretical underpinnings of inclusion and its practice.

摘要

在这个协作行动研究项目中，两所希腊主流学校的三名研究人员和六名小学教师为 130 名学生制定了同伴辅导计划，其中 11 名是有特殊教育需求和残疾的学生 (SEND)。通过探索研究人员和教师的新角色，本研究的目的是提高教师制定同伴辅导计划的能力，并提高学生的学术和社交技能。教师和研究人员通过收集和分析一系列定性数据，积极合作开发、实施和评估该项目。数据是通过焦点小组、访谈、观察和日记收集的。教师和研究人员学会了合作，通过持续和在职支持为所有学生创造一个包容的环境，并在诚实对话的基础上做出共同决定。教师和学生都认为同伴辅导对有 SEND 的学生有效，但对所有没有 SEND 的学生无效。这个合作项目对教师和研究人员的想法提出了积极的挑战，强调了这样一个事实，即任何包容性课堂实践的发展，例如同伴辅导，都应该将参与者的决定作为解决包容性和理论基础之间复杂性的一种手段。它的做法。