Perspectives on Educators participation and inter professional collaboration in inclusive education
Author(s):
Cristina Gulløv (presenting / submitting)
Conference:
ECER 2016
Network:
Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Format:
Paper

Session Information

ERG SES E 13, Inclusive Education

Paper Session

Time:
2016-08-22
15:30-17:00
Room:
OB-H2.32
Chair:
Daniel Fischer

Contribution

The theoretical frame of the project is social practice theory, inspired by Line Lærcke Mørcks development of critical psychology (Mørck 2006), where the theory of learning as social practice (Lave 1999, Lave & Wenger 2003, Wenger 2004) and poststucturalist/social constructionist theory about ideologies of practice, are integrated.The common feature of the
theories is that they deal with social practice. These theories allow a
constraint, meaning and reasoning analysis approach where specific practices
are analyzed through the means of a practice research approach (Mørck 2006).

The project is also inspired by Anne Edwards research concerning: ”Improving inter-professional Collaboration – Learning to do multy agency work” (Edwards, A. mf.l. 2009).

The assumption of the project is that the educators/pedagogues practice is closely connected to the conditions around them. Conditions in this theoretical context are both organizational and of ideological character.

The question of the PH.D project:

Which impact does the possibilities and barriers school pedagogues meet in the contexts of action and the communities of practice in public schools for the pedagogues participation and agency related to inclusive practice? And in relation to the cooperation with the school teachers concerning lessons, activity classes and supportive teaching?

In relation to the research question are the objectives of the project to find out:

  • What are the barriers and facilitators that pedagogues meet in public schools that influence their participation and agency related to inclusive practice?
  • Which impact does the possibilities and barriers school pedagogues meet In the Danish public school for their participation and agency related to inclusive practice?
  • What are the organizational conditions for their participation?
  • Which practice ideologies are important for the pedagogues participation possibilities in the school?
  • How do the pedagogues collaborate with teachers about inclusive practice, and how does the way they collaborate influence the pedagogues participation and agency?
  • How can the analyzed perspectives contribute to that the pedagogues overcome barriers of participation, and how can the perspectives contribute to the development of the inter- professional collaboration?

Method

The projects research takes place at three different schools where the organizational conditions of the pedagogues practice are different from one another in different ways. The research is based on interview and observation of practice, for example supportive teaching sequences, special needs education unit (AKT), team meetings. The first part of the research concerns the organizational conditions for the pedagogues and the teachers’ participation and collaboration. All schools leaders are interviewed in this part. There are three focus Group interview, lasting 1,5 hour each. Furthermore I have held meetings with all involved leaders where I was introduced to the shools practice and policyes. The second and third part of the research concerns the pedagogues and the teachers, and there will be both observation studies and 2 x interview with the 7 pedagogues involved and the teachers they collaborate with. The observation studies are made while the pedagogues are participating in teaching classes borth alone and with the teachers, team meetings or other practice situations that occur. the observation study will be completed over a period of two years. The analysis of the data will be done through, what critical psychology calls a first-person perspective. A first personsperspective gives the possibility to conduct a meaningsanalysis of the pedagogues possibilities for action related to the pedagogues reasons for action. This means that the goal is to answer the research question through the pedagogues own standpoints and perspectives. Social practice theory considers the pedagogues(and teachers) participation as reasoned and deliberate and participation is seen in relation to the conditions pedagogues meet in the school's action contexts and communities of practice. The aim is to clarify the pedagogues experience of the possibilities and barriers for participation and development of agency from a first person perspective, as it is to expand the pedagogues context of action(Handlerum) in order to develop collaborative practice with the teachers in the schools different contexts of action.(Jartoft 1996, Mørck 2006).

Expected Outcomes

The aim of the project is to identify which possibilities and barriers of action impact the pedagogues participation and agency related to inclusive practice In Danish schools, as the aim also is to develop inter professional collaboration. The topic of the conference speech will focus on the first part of the Ph.D. project, more specifically on the organizational frame and conditions for the pedagogues participation and collaboration with the school teachers regarding inclusive practice.

References

• Edwards, Anne. M.fl. (2009): Improving Inter-professional Collaborations – Learning to do Multy Agency work, Improving Learning Series, Published 2009 by Routledge, 2 Park Square, Milton park, Abingdon, Oxon OX14 4RN • EVA (2013). Udfordringer og behov for viden. En kortlægning af centrale aktørers perspektiver på udfordringer i folkeskolen Danmarks. http://www.eva.dk/projekter/2012/ • Folkeskolereformen 2014: https://www.retsinformation.dk/Forms/r0710.aspx?id=163970 • Inklusionsloven 2012: https://www.retsinformation.dk/Forms/R0710.aspx?id=141611 • Mørck, L. L. & Huniche, L. (2006). Critical psychology in a Danish context. I: Annual Review of Critical Psychology nr. 5/2006 Lokaliseret d. 6.6.2014 på World Wide Web: http://www.discourseunit.com/annual-review/arcp-5-critical-psychology-in-a-changing-world-contributions-from-different-geo-political-regions/ • Mørck, L. L. (2006). Grænsefællesskaber: Læring og overskridelse af marginalisering. Frederiksberg: Roskilde Universitetsforlag. • Weirsøe, M.(2013): Hvad ved vi om heldagsskoler? I: Børn & Unge, Forskning 2013, april 2013. BUPL

Author Information

Cristina Gulløv (presenting / submitting)
University College South, Denmark
National Research Center for Inclusive Practice
Fredericia

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