Research Questions:

What do teachers think about inclusion and their leadership in the classroom? – And how do they practice inclusion and their leadership?
Which kinds of inclusive teaching strategies can be identified?
How can inclusive teaching strategies be developed?

Description:

My research project investigates the way teachers think about and work with inclusion and their leadership in the classroom and how they see the relationships between their curricular choices and pupil participation.
Also the project investigates how teachers’ inclusive teaching strategies and competencies can be qualified.

The assumption underlying the research project is that to a large extent inclusive teaching strategies depend on an increased focus on the choices made by the teachers before, during and after their teaching, and that a conscious framing and development of these choices will lead to an increase of pupil participation.

Data comes from three teacher teams, eleven teachers, and from three different schools in the same municipality.

At the ECER conference the presentation shortly introduces the research design and subsequently focuses on the analysis from the first phase concerning the teachers practice and thoughts regarding inclusion and teaching strategies. Here observations, interviews and the teachers’ logbooks provide the basis of the presented maps – situational maps, maps over social worlds and positional maps. The maps are developed with inspiration from the theory and method by Adele Clarkes Situational Analysis – Grounded Theory after the Postmodern Turn

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