Browsing by Subject "Yhteisopettajuus"
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(2017)The aim of this study was to examine the relationship between an inclusive school and co-teaching. This study will examine the concepts of integration, inclusion and co-teaching and reflect on how inclusive practices can be advanced through co-teaching. This study will map out the prerequisites of an inclusive school as well as present international agreements Finland has agreed to (Unesco Salamanca agreement of 1994; UN general agreement regarding the rights of the disabled of 2006), legislation and syllabus that all support the actualization of inclusion. In addition, the study will get deeper into the execution of co-teaching, its benefits and challenges as well as reflect on how its usage could be increased amongst teachers. The aim of the study is to, based on prior researches, increase knowledge on how and why co-teaching could be used in teaching so that the students’ different needs for support could be met in the best way possible. The study was conducted with the methods of descriptive literary review and, both, Finnish and international material was used as its source material. The study shows that even though the promoting of inclusion has been documented in multiple official documents, its actualization in Finland had been relatively slow. Based on the studies, it becomes visible that in Finland, especially the inflexible teaching arrangements and traditional class and teacher oriented ways of working have been slowing down the actualization of inclusion. Co-teaching has not been utilized in Finland that much even though many benefits and strengths are connected to it. In this study, co-teaching is seen as a solution to advancing inclusion: with co-teaching, the traditional culture of solitary teaching could be shaken up, in which case the students with special needs would get better support for their learning in a mainstream education class. The benefits shown in the study give strong evidence of why every teacher should give a try to co-teaching.
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(2018)Goals. Communality in schools has increased as a consequence of the attitudinal change in the school system. The achievement of co-teaching has become popular in the school world as a result. There are incentives for the shearing of teaching work from different parties, and also the Curriculum of 2016 encourages the teaching method. Studies have been conducted from a variety of perspectives. The aim of this study was to make a synthesis of the prior research and to find out which factors in the co-teaching lead to the teacher's professional development. The information provided by the study is relevant to both teachers and students, as it provides understanding of the importance of co-teaching in the perspective of professional development and may therefore encourage to experiment the teaching method. The theoretical basis of the study is Cook's and Friend's (1995) definition of co-education and Ruohotie's (1999) definition of professional development. Method. The research material was selected from six research articles highlighting co-teaching and the experiences of professional development of teachers. The acquisition of the material took place in electronic databases. The research was carried out in accordance with the principles of the Integrative Literature Review, by synthesizing the earlier studies. The analysis of the research material was carried out by data based thematization on the results of the studies. The Results and discussion. The results of this study showed that there is a connection between the co-teaching and the professional development of the teacher. The results showed that the use of the teaching method generated professional development through the observation of another teacher and collaborative reflection. In addition, the shared knowledge of co-teachers and jointly constructed knowledge became relevant to the professional development. The results also showed that a favorable atmosphere for professional development was allowed in co-teaching when teachers were encouraging each other. There is already research of the benefits of co-teaching in teacher’s professional development. This literary survey brought the results of research studies together and so provides the teachers and the students with a wide-ranging perspective on the benefits of co-teaching with regard to professional development.
Now showing items 1-2 of 2