Teaching Processes Leading to Quality Inclusive Education as Seen by Finnish Teachers

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F22%3A10450457" target="_blank" >RIV/00216208:11410/22:10450457 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=qn24beSpI0" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=qn24beSpI0</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.24018/ejedu.2022.3.6.467" target="_blank" >10.24018/ejedu.2022.3.6.467</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Teaching Processes Leading to Quality Inclusive Education as Seen by Finnish Teachers

Popis výsledku v původním jazyce

The paper presents part of the initial results of dissertation research on the nature of the primary school teacher in inclusive education. The presented part presents results focusing on teaching processes in Finnish schools, i.e., the notion of teaching/learning activities chosen by the teacher to ensure quality inclusive education. A case study design with observation and interview methods with 10 Finnish basic schoolteachers was chosen for data collection. The results show the modesty of the Finnish teachers in their choice of teaching strategies, with independent work or group work with peer learning predominating, but with the help and cooperation of a number of teaching staff working in the classroom at the same time. Thus, the simplicity of the chosen forms and methods, with a high degree of differentiation and the involvement of a number of other teaching staff, appears to be essential to ensure quality inclusive education.

Název v anglickém jazyce

Teaching Processes Leading to Quality Inclusive Education as Seen by Finnish Teachers

Popis výsledku anglicky

The paper presents part of the initial results of dissertation research on the nature of the primary school teacher in inclusive education. The presented part presents results focusing on teaching processes in Finnish schools, i.e., the notion of teaching/learning activities chosen by the teacher to ensure quality inclusive education. A case study design with observation and interview methods with 10 Finnish basic schoolteachers was chosen for data collection. The results show the modesty of the Finnish teachers in their choice of teaching strategies, with independent work or group work with peer learning predominating, but with the help and cooperation of a number of teaching staff working in the classroom at the same time. Thus, the simplicity of the chosen forms and methods, with a high degree of differentiation and the involvement of a number of other teaching staff, appears to be essential to ensure quality inclusive education.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2022

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

European Journal of Education and Pedagogy [online]

ISSN

2736-4534

e-ISSN

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Svazek periodika

3

Číslo periodika v rámci svazku

6

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

5

Strana od-do

24-28

Kód UT WoS článku

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EID výsledku v databázi Scopus

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