Experiences among beginning special education teachers in general education settings: the influence of school culture
Experiences among beginning special education teachers in general education settings: the influence of school culture
In this study 20 beginning special education teachers were asked to describe their experiences in general education settings. To provide data, each teacher completed approximately three electronic reflective journals during a school year and also participated in a phone interview, which was aimed to give in-depth information regarding the participants’ comments in the journals. The participants described their experiences in regard to collaboration with mainstream teachers, the delivery of the curriculum and the understanding of their role with reference to identity. They reported some good experiences but also many difficulties in their attempts to support pupils with special educational needs (SEN) and enhance their learning and participation in mainstream schools. Challenges in collaboration, the delivery of the curriculum and the development of teachers’ identity at the beginning of a career in special education are discussed. We argue that the teachers’ experiences are associated with the legislative educational system and the school culture which does not encourage collaborative practices but rather promotes individualism and leads to exclusive practices.
185-199
Strogilos, Vasilis
c3f5776e-d0b6-420f-9e65-730028e939b6
Nikolaraizi, Magda
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Tragoulia, Eleni
ce66e0ab-916a-427a-909f-42e6b11a7f99
13 January 2012
Strogilos, Vasilis
c3f5776e-d0b6-420f-9e65-730028e939b6
Nikolaraizi, Magda
7f690d23-6082-40b1-9f04-79f5003326f2
Tragoulia, Eleni
ce66e0ab-916a-427a-909f-42e6b11a7f99
Strogilos, Vasilis, Nikolaraizi, Magda and Tragoulia, Eleni
(2012)
Experiences among beginning special education teachers in general education settings: the influence of school culture.
European Journal of Special Needs Education, 27 (2), .
(doi:10.1080/08856257.2011.645588).
Abstract
In this study 20 beginning special education teachers were asked to describe their experiences in general education settings. To provide data, each teacher completed approximately three electronic reflective journals during a school year and also participated in a phone interview, which was aimed to give in-depth information regarding the participants’ comments in the journals. The participants described their experiences in regard to collaboration with mainstream teachers, the delivery of the curriculum and the understanding of their role with reference to identity. They reported some good experiences but also many difficulties in their attempts to support pupils with special educational needs (SEN) and enhance their learning and participation in mainstream schools. Challenges in collaboration, the delivery of the curriculum and the development of teachers’ identity at the beginning of a career in special education are discussed. We argue that the teachers’ experiences are associated with the legislative educational system and the school culture which does not encourage collaborative practices but rather promotes individualism and leads to exclusive practices.
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Accepted/In Press date: 23 November 2011
Published date: 13 January 2012
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Local EPrints ID: 417863
URI: http://eprints.soton.ac.uk/id/eprint/417863
ISSN: 0885-6257
PURE UUID: 038618b6-4c84-4ba3-9b2a-afd824290b41
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Date deposited: 15 Feb 2018 17:31
Last modified: 16 Mar 2024 04:36
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Author:
Magda Nikolaraizi
Author:
Eleni Tragoulia
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