The Special Education Teacher between the Priorities of Inclusion and Specialisation

Autor/inn/en	Pickl, Gonda; Holzinger, Andrea; Kopp-Sixt, Silvia
Titel	The Special Education Teacher between the Priorities of Inclusion and Specialisation
Quelle	In: International Journal of Inclusive Education, 20 (2016) 8, S.828-843 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2015.1115559
Schlagwörter	Foreign Countries; Special Education Teachers; Teacher Competencies; Inclusion; Teaching Methods; Mainstreaming; Qualitative Research; Interviews; Teacher Attitudes; Teacher Education Programs; Faculty Development; Teacher Role; Questionnaires; Austria + Suchen Sie Ihr Suchwort? Ausland; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrkunst; Inklusion; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Interviewing; Interviewtechnik; Lehrerverhalten; Lehrerrolle; Fragebogen; Österreich
Abstract	In Austria, the profession of the special education teacher is facing major changes. Presently, special education teachers need to have general pedagogical competences to teach children of all grades, and are expected to have competences in managing highly heterogeneous groups in inclusive settings. Additionally, they need to apply special strategies to efficiently work with children with various special needs. Student teachers starting their education 2015/2016 will no longer have the option of obtaining a distinct degree as a special education teacher. Instead, future teachers will choose between teaching in primary or in secondary schools, and can then select their preferred focus from various options, including inclusive education. This qualitative study is based on written and oral research interviews with teachers in inclusive settings, and aims to identify competences in the areas of knowledge, action, and attitude which teachers consider necessary and effective for successfully teaching a heterogeneous group of pupils. The results indicate the need to further strengthen both the inclusive and the reflexive attitude in teachers. The outcomes will influence curricula development in the new teacher education programmes, and aid to tailor courses offered in in-service training for teachers working in inclusive settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01