The findings show developmental changes that can contribute to inclusion. Through content analysis of the conversations, the dissertation provides insight into the teachers’ mindsets: How the teachers perceived the students and their challenges, how they understood their own role and obligations to the students, and how conversations about these topics changed during the four years of the project. For this reason, the study’s data consists of audio recordings of the conversations teaching teams had while planning their teaching.
The overall research question is, How can teachers’ conversations in professional development with Lesson Study contribute to inclusive practice? The research is particularly interested in conversations taking place within teaching teams.
With this as a starting point, this dissertation examines professional development focused on inclusion in a primary school which has worked systematically with Lesson Study (a method for professional development) over a four-year period. As a result, everyone who works in schools can now count participation in collective professional development among their work tasks. The introduction of a new curriculum in august 2020 further strengthened the expectation that the teaching profession itself would contribute to an increase in quality within education.
At the same time, there are several challenges to the realisation of an inclusive school, some of which are part of the framework, such as finances and competence, but there are also traditions and mindsets that can stand in the way of all students experiencing an inclusive school environment.Īfter the turn of the millennium, there has been a comprehensive political investment in the area of professional development within schools. The idea of a public school for all students has long been a tradition in Norway and inclusion is an important part of Norwegian educational policy.
0 kommentar(er)
