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dc.contributor.authorPaju, Birgit
dc.contributor.authorKajamaa, Anu
dc.contributor.authorPirttimaa, Raija
dc.contributor.authorKontu, Elina
dc.date.accessioned2021-01-20T10:50:42Z
dc.date.available2021-01-20T10:50:42Z
dc.date.issued2022
dc.identifier.citationPaju, B., Kajamaa, A., Pirttimaa, R., & Kontu, E. (2022). Collaboration for Inclusive Practices : Teaching Staff Perspectives from Finland. <i>Scandinavian Journal of Educational Research</i>, <i>66</i>(3), 427-440. <a href="https://doi.org/10.1080/00313831.2020.1869087" target="_blank">https://doi.org/10.1080/00313831.2020.1869087</a>
dc.identifier.otherCONVID_47769549
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/73693
dc.description.abstractCollaboration between educators is considered to be the key issue when implementing inclusive practices within schools. An open-ended questionnaire and semi-structured interviews were used to extend the current understanding of collaboration between teaching staff. The questionnaire was administrated to 167 classroom teachers, subject teachers, special education teachers and teaching assistants in primary, secondary and special education public schools in Finland. Also, semi-structured interviews with 20 participants were used to deepen the understanding of the elements included in the teaching activity in diverse classrooms. The results indicate coordination, cooperation, and reflective communication as modes of collaborative action in the participants’ teaching. By combining the perspectives of the activity theory framework and modes of collaboration, the results illuminate how educators often wished to have collaboration but usually played their traditional positions in the multilayered teaching activity. The implications for preparing educators to enhance reflective collaboration for more effective inclusive practices are discussed.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesScandinavian Journal of Educational Research
dc.rightsCC BY-NC-ND 4.0
dc.subject.othercollaboration
dc.subject.otherinclusive education
dc.subject.otherinclusive practices
dc.subject.otherspecial education
dc.subject.otherteachers
dc.subject.otherteaching assistants
dc.subject.otheractivity theory
dc.titleCollaboration for Inclusive Practices : Teaching Staff Perspectives from Finland
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202101201162
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.oppiaineErityispedagogiikkafi
dc.contributor.oppiaineSpecial Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange427-440
dc.relation.issn0031-3831
dc.relation.numberinseries3
dc.relation.volume66
dc.type.versionpublishedVersion
dc.rights.copyright© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
dc.rights.accesslevelopenAccessfi
dc.subject.ysoerityisopetus
dc.subject.ysoopettajat
dc.subject.ysotoiminnan teoria
dc.subject.ysoyhteistyö
dc.subject.ysokoulunkäyntiavustajat
dc.subject.ysoinkluusio
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p6984
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
jyx.subject.urihttp://www.yso.fi/onto/yso/p4443
jyx.subject.urihttp://www.yso.fi/onto/yso/p6334
jyx.subject.urihttp://www.yso.fi/onto/yso/p16602
jyx.subject.urihttp://www.yso.fi/onto/yso/p18355
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1080/00313831.2020.1869087
dc.type.okmA1


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Except where otherwise noted, this item's license is described as CC BY-NC-ND 4.0