Browsing by Subject "Yhteisopettajuus"

The aim of this thesis is understand the perception´s of special early childhood teacher´s and early childhood teacher´s regarding co-teaching in integrated special group´s. The purpose of this study was to form overall picture of the benefit´s and challenge´s of co-teaching based on perception´s of these teacher´s in integrated special group´s , through three research question´s. The first research question aimed to determine the co-teaching practice´s or method´s utilized by special early childhood teacher´s and early childhood teacher´s in inclusive early childhood education within integrated special education group´s. The second research question focused on identifying the factor´s that special early childhood teacher´s and early childhood teacher´s perceive as facilitating co-teaching in integrated special education group´s. The third question examined the factor´s that special early childhood teacher´s and early childhood teacher´s perceive as hindering co-teaching in integrated special education group´s. The theoretical section of the thesis consists of defining the concept of inclusion and reviewing previous research literature related to inclusive early childhood education, co-teaching model´s, and multiprofessional collaboration. The study was qualitative and the philosophical approach was phenomenological. Data was collected through remotely organized semi-structured theme interview´s conducted as individual interview´s. Six special early childhood teacher´s and four early childhood teacher´s participated. Data was analyzed using both abductive and inductive content analysis The research result are examined in three section according to the research question´s. The first section discusses the model´s of co-teaching used by the teacher´s in integrated special group´s within inclusive early childhood education. Co-teaching was utilized following the co-teaching model´s implemented in basic education and based on comprehensive interaction. The co-teaching between special early childhood teacher´s and early childhood teacher´s was perceived as promoting inclusion. In the second section result examines factor´s that support co-teaching and third section addresses factor´s that do not support co-teaching in integrated special group´s. Shared planning and discussion time between special early education teacher and the early childhood teacher was seen as a crucial supporting factor for co-teaching. However, teacher´s found this planning and discussion time to be insufficient and too sporadic. The quality of interaction and collaboration between the teacher´s was also seen as both a supporting and challenging. factors for co-teaching. Based on the finding´s, it can be concluded that co-teaching between special early childhood teacher´s and early childhood teacher´s supports inclusive early childhood education in integrated special group´s. The teacher´s described co-teaching as full-time pedagogy, which emphasized sharing idea´s between teacher´s in multiprofessional collaboration. However, the models of co-teaching are not widely utilized, and the roles of teacher´s are often too fixed. Regular scheduling of planning and discussion time among teacher´s is necessary to maximize the benefits of co-teaching.

Objectives. Finland has been moving towards an inclusive education policy for a long time and the new curriculum from 2016 requires the school to develop in line with the principle of inclusion. This means that special schools and classes will be abolished, and special education should be organised as part of general education. However, the heterogeneity of classes brings its own challenges to the classroom and teachers experience challenges in performing their work, which is reflected in the quality of teaching. It is therefore important to explore what different ways can be found to address these challenges, and one option could be co-teaching. In previous studies, teachers have found that co-teaching is a good way of working, supporting pupils’ learning, making teachers’ work more meaningful, and reducing workload. The aim of this study was to find out what pupils’ experiences of the benefits and challenges of co-teaching are, and what they consider requirements for effective co-teaching. Methods. I obtained my data by interviewing nine 6th grade pupils who were studying in a co-educational class. I conducted the interviews using the thematic interview method. My research was a qualitative study using a phenomenographic research analysis model to explore the different ways in which students experienced learning in a co-taught classroom. Results and conclusions. Students associated five different benefits with co-teaching: easier access to support, the possibility of small group teaching, good group management and working in peace, flexible working methods, and the combined expertise of two teachers. There were four challenges of co-teaching: disruption of teaching, becoming more alienated from the other teacher, scheduling challenges in teaching, and the pupils’ perceived resentment of being divided in a smaller group. In addition, pupils described effective co-teaching requiring teachers to be cooperative, have common ground rules and be equal. The results suggest that pupils perceive co-teaching as a way of working that supports their learning, but that it requires certain conditions to work. Although the results cannot be considered universal, they do suggest that co-teaching is a way of working that, if it works, can significantly facilitate pupils' learning and access to support.