Finnish Primary School Teachers against the Background of Conditions of Inclusive Education
DOI:
https://doi.org/10.14712/23362189.2023.3118Keywords:
primary school teacher, inclusive education, professional competence, conditions for inclusive education, case study, Finnish teacherAbstract
This paper presents partial results of a dissertation research that focused on the issue of primary school teachers in inclusive education in Finland.
The aim of this part of the research investigation was to create empirically based profiles of Finnish primary school teachers with an emphasis on finding out what is behind the quality of inclusive education in Finland and how these findings can improve inclusive education and the teaching profession in the Czech context. In order to achieve the aim, a qualitative case study design was chosen, where the case is understood as primary school teachers against the background of inclusive education – the total number of participants is 10 Finnish teachers.
Content and thematic analysis of foreign and Finnish sources became the main methods to secure data. The findings became the basis for further reflection and the development of semi-structured interviews and observations. For data processing, case studies of individual participants were used in the first round, which were subsequently supplemented by data obtained by axial coding. In the second part of the processing, empirically based profiles of Finnish teachers were created. Finally, this profile was supplemented by offering further recommendations for the work of the Czech primary school teacher in a heterogeneous classroom.
The results show that the Finnish teacher has a positive attitude towards inclusive education; uses a variety of teaching strategies to actively engage students; is involved in his/her own professional development and the development of the school as a community; uses individualisation and differentiation in his/her work; and is part of a multiprofessional team.
The discussion situates the findings within the issue of creating competency frameworks and standards with an explicit focus on values and attitudes.
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