Session Information
10 SES 14 E, Research on Teaching Practices and Beliefs of Out-of-Field Teachers
Symposium
Contribution
Society perceives education as an investment in transforming school communities and its students into democratic inclusive citizenship (Barr & Smith, 2009). This transformation cannot happen without the essential elements of inclusive education such as teacher tactfulness, connectedness and awareness of the learning needs of individual students (Van Manen, 1991; Lingard, 2007). In agreement with Norwich (2014) the paper defines inclusion as an appreciation for a mixture of values, equal opportunity, social respect, participation and solidarity in learning and teaching environments without sacrificing students’ individuality. Concerns about classrooms as inclusive learning environments and teachers’ preparedness to accommodate the learning needs of all students in their classrooms turn focus to the meaning of out-of-field teaching for inclusive education. Riddell (2009) noted that teachers’ acceptance and tolerance for students with specific behavioural and learning needs is declining. This paper underlines how the complexities which are already part of inclusion into mainstream schooling become influential dilemmas because of the out-of-field phenomenon. Out-of-field teaching entails teachers teaching subjects or year levels outside their field of qualification. Research (Ingersoll, 2002) noted it as a widespread concern which has implications for all stakeholders. Smith and Barr (2008) explained how communal and relational experiences for students, their parents and teachers have significant implications for progress in successful inclusive education. This transnational, qualitative study is supported by Gadamer’s (1975) hermeneutic philosophy of understanding through a fusion of horizons, looking through the various ‘lenses’ of educational directors, school leaders, specialist and out-of-field teachers and parents the paper explores specific lived experiences. The findings unveil the life-world of teachers in out-of-field teaching positions and what it means for students with special learning needs and their parents. Improvement strategies and policies turn focus to the interrelationship between leadership decisions, policy shortcomings, inclusive education, and the out-of-field phenomenon.
References
Barr, S. & Smith, R. (2009). Towards educational inclusion in a transforming society: Some lessons from community relations and special needs education in Northern Ireland. International Journal of Inclusive Education, 13(2), 211-230. doi: 10.1080/13603110701403579 Gadamer, H. (1975). Truth and method (2nd ed.) (J.C.B. Mohr, Trans.). New York: The Seabury Press. Ingersoll, R. (2002). Out of field teaching, educational inequality, and the organisation of schools: An exploratory analysis. Retrieved from http://www.ctpweb.org Lingard, B. (2007). Pedagogies of indifference. International Journal of Inclusive Education, 11(3), 245–266. Norwich, B. (2014). Recognising value tensions that underlie problems in inclusive education. Cambridge Journal of Education, 44(4), 495-510. doi: 10.1080/0305764X.2014.963027 Riddell, S. (2009). Social justice, equality and inclusion in Scottish education. Discourse: Studies in the Cultural Politics of Education, 30(3), 283-296. doi: 10.1080/01596300903036889 Smith, R., & Barr, S. (2008). Towards educational inclusion in a contested society: From critical analysis to creative action. International Journal of Inclusive Education, 12(4), 40-422. doi: 10.1080/13603110601145775 Van Manen, M. (1991). The tact of teaching: The meaning of pedagogical thoughtfulness. Ontario: The Althouse Press.
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