Session Information
04 SES 08B, Teacher Education
Paper Session
Time:
2008-09-12
08:30-10:00
Room:
AK2 135
Chair:
Shereen Benjamin
Contribution
Changes in provison of vocational education accompanied with ideologies of inclusive education have changed the practices of special education itself in Finland. Consequesntly, it is also changing work of special education teachers within Finnish vocational education. During the last two decades emphasis on vocatioanl special education teachers' work has moved from being special class teachers to new challenges of being experts in collaboration, networking and consultation. These demands are set not only for individual students but also for school organisations and other stakeholders: This includes also requirements to build attitudinal, emotional, functional learning arenas and supportive networks that enable actual learning for studentrs described as having special educational needs.
These changes are reported by many representatives of vocational education but have not so far being studied. Accordingly, a more precise picture of the entire change process taking place in Finnish vocational education system is missing. This paper is describing the national study focusing on this question. The study is conducted by a research group representing ntional government bodies, vocational teacher education, vocational education providers and national special teacher trade union.
Method
The study will be implemented in 2008-2009 based on questionnaires to be analysed with qualitative methods and to be supported by some qualitative in-depth interviews.
Expected Outcomes
In this paper the research approach will be presented accompanied with some initial findings.
References
Hirvonen, M. 2006. Ammattikouluista avoimiin oppimisympäristöihin. Ammatillisen erityisopettajan työ muutoksessa. (doc. thesis) Kaikkonen, L. 2003. Opettajuutta kehittämässä. (doc.thesis)
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