Lad ikke viden gå til spilde: om samarbejdets muligheder og umuligheder i den inkluderende skole

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avisTidsskriftartikelForskningpeer review

  • Charlotte Riis Jensen, Lotte Hedegaard-Sørensen, Ditte Tofteng
The article will focus on findings from a research project on interdisciplinary collaboration between mainstream schoolteachers and special schoolteachers in Denmark. The aim of the project has been to examine special schools teachers’ knowledge and way of knowing and together with the special schoolteachers to reflect upon how they use this knowledge in their collaboration with mainstream schoolteachers in the development of inclusive environment. It is an assumption within our project frame that teachers in mainstream schools are in need for further education or specialist support in order to teach in diverse classrooms (Hedegaard-Sørensen, 2009, 2013).
The aim of the research project was to reflect upon the inter collaborative work between special schoolteachers and mainstream schoolteachers. In this light the research process was planned as collaborative joint venture between researchers and participants. In this sense the project connects to and is influenced by action research and the notion of participation within this research approach (Reason 2011). The methodological approach of the project is thus to make a productive interplay between workshops and what we could call ‘development though self-investigation (Bjørnsrud 2005: 38, McNiff and Whitehead 2005) and reflection’.
OriginalsprogDansk
Artikelnummer4
TidsskriftSpecialpaedagogik
Vol/bind36
Nummer2
Sider (fra-til)39-50
Antal sider11
ISSN0107-0649
StatusUdgivet - 9 sep. 2016

    Forskningsområder

  • Flerfagligt samarbejde, Specialpædagogik, Inklusion, Tværfaglighed

Se relationer på Aarhus Universitet Citationsformater

ID: 95172658