Enhancing Inclusion through the Collective Activity of Collaboration: A Cultural Historical Activity Theory Perspective

Autor/inn/en	Anastasiou, Elena; Hajisoteriou, Christina
Titel	Enhancing Inclusion through the Collective Activity of Collaboration: A Cultural Historical Activity Theory Perspective
Quelle	In: Research Papers in Education, 37 (2022) 2, S.275-301 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2020.1849368
Schlagwörter	Educational Cooperation; Teacher Behavior; Inclusion; Teacher Role; Foreign Countries; Special Education; Elementary Schools; Teacher Attitudes; School Culture; Interpersonal Relationship; Cyprus + Suchen Sie Ihr Suchwort? Education; cooperation; Kooperation; Teacher behaviour; Lehrerverhalten; Inklusion; Lehrerrolle; Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Elementary school; Grundschule; Volksschule; Schulkultur; Schulleben; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Zypern
Abstract	This research study focuses on how teachers experience, negotiate and resolve tensions through the collaboration with other teachers and members of staff and the factors which may influence, support or undermine their role as inclusive teachers. For the purposes of this study, we drew upon Cultural Historical Activity Theory framework to examine the interconnectedness of the factors that may influence teachers' collaborative activities. We used Cyprus as our case study to explore the collective activity of collaboration (or lack of) between teachers and other members of staff in the school system. Research data revealed that teachers are increasingly aware of the value the collaboration with other teachers as a means to achieve inclusion more successfully. However, a number of factors including professional factors and contextual factors such as increased workload, lack of additional personnel in classrooms, curriculum demands and home-school relationship were found to create tensions in the activity of collaboration and consequently to affect the implementation of inclusion in the school system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01