Teachers talk on student needs: exploring how teacher beliefs challenge inclusive education in a Norwegian context
Peer reviewed, Journal article
Published version
Åpne
Permanent lenke
https://hdl.handle.net/11250/2648310Utgivelsesdato
2019Metadata
Vis full innførselSamlinger
- Institutt for lærerutdanning [3818]
- Publikasjoner fra CRIStin - NTNU [38576]
Originalversjon
10.1080/13603116.2019.1698065Sammendrag
This study explores teacher talk in the early phase of a project in a Norwegian elementary school where Lesson Study is used as a method for professional development. The study focuses on inclusion and aims to explore what beliefs about student needs and teacher role and responsibilities become evident, and how these beliefs can challenge development towards a more inclusive practice. To this end, content analysis is applied to audio recordings of teacher teams’ planning meetings. Despite an overall positive attitude towards inclusion, and inclusive structures in the school, findings point at factors in teachers’ beliefs that can challenge the inclusion process. These factors are: student needs understood as individual problems, adaptation understood as individualised and laborious and a limited view on teacher role, where their responsibility mainly regard academic learning.