Sodelovanje kot mehka veščina pri učiteljih specialne pedagogike: sistematični pregled literature
DOI:
https://doi.org/10.18690/rei.4853Ključne besede:
sodelovanje, mehke veščine, učitelji specialne pedagogike, sistematični pregled literature.Povzetek
Študija obravnava sodelovanje kot ključno mehko veščino učiteljev specialne pedagogike in analizira njegov vpliv na strokovni razvoj ter pedagoške prakse. Sistematični pregled 15 študij (2012–2024) razkriva, da sodelovanje pomembno prispeva k inkluzivnemu izobraževanju. Kljub temu ostajajo izzivi, kot so preobremenjenost, veliki oddelki, pomanjkanje usposabljanja in negativne naravnanosti. Učitelji specialne pedagogike poudarjajo pomen sodelovanja s šolami, družinami in kolegi za izboljšanje učinkovitosti poučevanja, učnih dosežkov ter socialne in čustvene podpore učencem s posebnimi potrebami. V študiji izpostavljamo potrebo po vključevanju sodelovalnih praks v izobraževalne programe učiteljev, da bi spodbudili strokovni razvoj in ustvarili bolj vključujoča, prilagodljiva ter uspešna učna okolja.
Literatura
Abu-Alghayth, K. M. (2024). Understanding teachers’ lived experiences of instructional collaboration in inclusive and mainstream settings: A transcendental phenomenological approach. International Journal of Disability, Development and Education, 72 (2), 1–18. https://doi.org/1–0.1080/1034912X.2024.2317484
Ainscow, M. (2016). Collaboration as a strategy for promoting equity in education: possibilities and barriers. Journal of Professional Capital and Community, 1(2), 159–172 https://doi.org/10.110–8/JPCC-12-2015-0013
Alghazo, E. M., and Alkhazaleh, M. S. (2021). Collaboration between special education teachers and regular education teachers: Implications for professional development. International Journal of Early Childhood Special Education, 13(1), 35–41. https://doi.org/10.9756/int-jecse/v13–i1.211005
Alhossyan, F. (2023). Collaboration between special and general education teachers: A systematic review. Information Sciences Letters, 12(4), 1021–1029. https://dx.doi.org/10.1857–6/isl–/120424
Al-Natour, M., Amr, M., Al-Zboon, E., and Alkhamra, H. (2015). Examining collaboration and constrains [sic] on collaboration between special and general education teachers in mainstream schools in Jordan. International Journal of Special Education, 30(1), 64–77.
Azmah, A. L., Azlinda, W. M., and Azrani, A. M. (2017). Collaboration among teachers in inclusive special education program classrooms. Advanced Science Letters, 23(9), 8316–8321. https://doi.org/10.1166/asl.2017.9884
Blikstad-Balas, M., and Klette, K. (2020). Still a long way to go: Narrow and transmissive use of technology in the classroom. Nordic Journal of Digital Literacy, 15(1), 55–68. https://doi.org/–10.18261/issn.1891-943x-2020-01-05
Brown, C., and Poortman, C. (Eds.). (2018). Networks for Learning: Effective collaboration for teacher, school and system improvement. Routledge. https://doi.org/10.4324/9781315276649
Bush, A., and Grotjohann, N. (2020). Collaboration in teacher education: A cross-sectional study on future teachers’ attitudes towards collaboration, their intentions to collaborate and their performance of collaboration. Teaching and Teacher Education, 88, 102968. https://doi.org/–10–.1016/j.tate.2019.102968
Coke, P. K. (2005). Practicing what we preach: An argument for cooperative learning opportunities for elementary and secondary educators. Education, 126(2), 392–398.
Cook, L., and Friend, M. (2010). The state of the art of collaboration on behalf of students with disabilities. Journal of Educational and Psychological Consultation, 20(1), 1–8. https://doi.org/1–0.1080/10474410903535398
Da Fonte, M. A., and Barton-Arwood, S. M. (2017). Collaboration of general and special education teachers: Perspectives and strategies. Intervention in School and Clinic, 53(2), 99–106. https://doi.org/10.1177/1053451217693370
DeMonte, J., and Coggshall, J. (2018). New Collaborations, New Approaches: Research for improvement in teacher preparation. American Institutes for Research.
Edmondson, A. C. (2013). Teaming to Innovate. John Wiley & Sons.
Friend, M. (2008). Co-teaching: A simple solution that isn’t simple after all. Journal of Curriculum and Instruction, 2(2), 9–19. https://doi.org/10.3776/joci.2008.v2n2p9-19
Friend, M., and Cook, L. (1990). Collaboration as a predictor for success in school reform. Journal of Educational and Psychological Consultation, 1, 69–86. https://doi.org/10.1207/s1–532768xjepc0101_4
Friend, M., Cook, L., Hurley-Chamberlain, D., and Shamberger, C. (2010). Co-teaching: An illustration of the complexity of collaboration in special education. Journal of Educational and Psychological Consultation, 20(1), 9–27. https://doi.org/10.1080/10474410903535380
Giakoumi, S., and Theofilidis, C. (2012). Collaborative culture as a supportive tool in teachers’ work. Proceedings of the 12th Conference of the Cyprus Pedagogical Society (pp. 474–483). Cyprus Pedagogical Society.
Hallam, P. R., Dulaney, S. K., Hite, J. M., and Smith, H. R. (2014). Trust at ground zero: Trust and collaboration within the professional learning community. Trust and School Life: The role of trust for learning, teaching, leading, and bridging (pp. 145–170). Springer Science + Business Media. https://doi.org/10.1007/978-94-017-8014-8_7
Hargreaves, A. (2019). Teacher collaboration: 30 years of research on its nature, forms, limitations and effects. Teachers and Teaching, 25(5), 603–621. https://doi.org/10.1080/ 13540602.2019.1–639499
Hargreaves, A., and O’Connor, M. T. (2018). Solidarity with solidity: The case for collaborative professionalism. Phi Delta Kappan, 100(1), 20–24. https://doi.org/10.1177/ 00317–21718797116
Ifanti, A. A., Fotopoulou, V. S., and Gaziel, H. H. (2017). Comparative perspectives on professionalism and professional development: An exploratory case study of Greek primary school teachers’
perceptions. Research in Comparative and International Education, 12(4), 486–496. http://dx.doi.or–g/10.1177/1745499917740653
Johnston, W. R., and Tsai, T. (2018). The prevalence of collaboration among American teachers. National findings from the American Teacher Panel. Semantic Scholar; RAND Corporation. http–s://doi.org/10.10.7249/rr2217
Khairuddin, K. F., Dally, K., and Foggett, J. (2016). Collaboration between general and special education teachers in Malaysia. Journal of Research in Special Educational Needs, 16, 909–913- https://doi.org/10.1111/1471-3802.12230
Le, H., Janssen, J., and Wubbels, T. (2018). Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of Education, 48(1), 103–122. https://doi.org/10.1080/0305764X.2016.1259389
Molina, C. A., and López, F. S. (2019). Teachers’ collaborative work: new toward [sic] for teacher’ s development. Revista Internacional de Investigación En Ciencias Sociales, 15(1), 119–133. https://doi.org/10.18004/riics.2019.junio.119-133
Neal, G., Mullins, T., Reynolds, A., and Angle, M. (2013). Global collaboration in teacher education: A case study. Creative Education, 4(9), 533–539. https://doi.org/10.4236/ce.2013.49078
Nguyen, C. D., Huynh, T. N., and Tran, N. H. (2022). Overcoming contextual constraints: Implementing classroom pedagogical innovation through teacher leadership. International Journal of Leadership in Education, 28(1), 1–19. https://doi.org/10.1080/ 13603124.2021–.2013543
Onabamiro, A. T. (2014). Determinants of students’ achievement in senior secondary school mathematics in south-western Nigeria (Doctoral dissertation), University of Ibadan, Nigeria.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., and Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, 71. https://doi.org/10.1136/bmj.n71
Paju, B., Kajamaa, A., Pirttimaa, R., and Kontu, E. (2022). Collaboration for inclusive practices: Teaching staff perspectives from Finland. Scandinavian Journal of Educational Research, 66(3), 427–440. https://doi.org/10.1080/00313831.2020.1869087
Paloniemi, A., Björn, P. M., and Kärnä, E. (2023). Special education teachers’ views on their agency in teacher collaboration. European Journal of Special Needs Education, 38(3), 349–362. https://doi.org/10.1080/08856257.2022.2089509
Parker, A., Alvarez McHatton, P., and Allen, D. D. (2012). Elementary and special education pre-service teachers’ understandings of collaboration and co-teaching. Journal of Research in Education, 22(1), 164–195.
Pellegrino, A., Weiss, M., and Regan, K. (2015). Learning to collaborate: General and special educators in teacher education. The Teacher Educator, 50(3), 187–202. https://doi.org/10.1080/ 08878730.2015.1038494
Pugach, M. C., Blanton, L. P., and Boveda, M. (2014). Working together: Research on the preparation of general education and special education teachers for inclusion and collaboration. In E. D. McCray, P. T. Sindelar, M. T. Brownell, and B. Lignugaris/Kraft (Eds.), Handbook of Research on Special Education Teacher Preparation (pp. 143–160). Routledge.
Ramirez, S. M., and Lynch, Y. (2024). “Feeling our way around in the dark” AAC team collaboration in the context of service change: Special education teachers’ perceptions. Child Language Teaching and Therapy, 40(1), 39–55. http://dx.doi.org/10.1177/02656590241228422
Ricci, L. A., Zetlin, A., and Osipova, A. V. (2017). Preservice special educators’ perceptions of collaboration and co-teaching during university fieldwork: Implications for personnel preparation. Teacher Development, 21(5), 687-703. https://doi.org/10.1080/ 13664530.2017–.1293561
Rieckmann, M. (2017). Education for Sustainable Development Goals: Learning objectives. UNESCO publishing.
Rihter, J., Babuder, M. K., and Zuljan, M. V. (2023). Collaboration between special education teachers and visual arts education teachers in working with pupils with severe specific learning
difficulties and its relationship to professional development. European Journal of Special Needs Education, 39 (1), 19-32. https://doi.org/10.1080/08856257.2023.2185859
Robinson, G. (2017). Perceptions and attitudes of general and special education teachers toward collaborative teaching (Unpublished doctoral dissertation, Walden University). https://doi.org/10622862
Saunders, C. H., Sierpe, A., Von Plessen, C., Kennedy, A. M., Leviton, L. C., Bernstein, S. L., Goldwag, J., King, J. R., Marx, C. M., Pogue, J. A., Saunders, R. K., Van Citters, A., Yen, R. W., Elwyn, G., and Leyenaar, J. K. (2023). Practical thematic analysis: A guide for multidisciplinary health services research teams engaging in qualitative analysis. British Medical Journal, e074256. https://doi.org/10.1136/bmj-2022-074256
Scruggs, T. E., and Mastropieri, M. A. (2017). Making inclusion work with co-teaching. Teaching Exceptional Children, 49(4), 284–293. https://doi.org/10.1177/0040059916685065
Shogbesan, Y. O., Adeoye, M. A., Osaro Martins, B. E., & Shabi, Z. (2024). Perceived influence of administrative support on secondary school teachers’ effectiveness. Evaluation Studies in Social Sciences, 5(2), 102–123. https://doi.org/10.37134/esss.vol5.2.7.2024
Simon, B. D. (2017). Successful collaboration between general education and special education teachers: A case study (Unpublished doctoral dissertation, Northcentral University). https://doi.org/1–0633779
Solis, M., Vaughn, S., Swanson, E., and Mcculley, L. (2012). Collaborative models of instruction: The empirical foundations of inclusion and co‐teaching. Psychology in the Schools, 49(5), 498–510. https://doi.org/10.1002/pits.21606
Strogilos, V., Stefanidis, A., & Tragoulia, E. (2016). Co teachers’ attitudes towards planning and instructional activities for students with disabilities. European Journal of Special Needs Education, 31(3), 344–359. https://doi.org/10.1080/08856257.2016.1141512
Sutton, P. S., and Shouse, A. W. (2016). Building a culture of collaboration in schools. Phi Delta Kappan, 97(7), 69–73. https://doi.org/10.1177/0031721716641653
Vangrieken, K., Dochy, F., Raes, E., and Kyndt, E. (2015). Teacher collaboration: A systematic review. Educational Research Review, 15, 17–40. https://doi.org/10.1016/j.edurev.2015.04.002
Vasanthakumari, S. (2019). Soft skills and its application in work place. World Journal of Advanced Research and Reviews, 3(2), 66-72. https://doi.org/10.30574/wjarr.2019.3.2.0057
Vostal, M., Vostal, B. R., Horner, C. G., and LaVenia, K. N. (2022). A qualitative exploration of trust between general and special educators: Implications for collaboration in the preparation of teacher candidates. Social Sciences & Humanities Open, 6(1), 100359. https://doi.org/10.1–016/j.ssaho.2022.100359
Wilson College. (2024). Benefits of Collaboration in special education. https://online.wilson.edu
Zagona, A. L., Kurth, J. A., and MacFarland, S. Z. (2017). Teachers’ views of their preparation for inclusive education and collaboration. Teacher Education and Special Education, 40(3), 163-178. https://doi.org/10.1177/0888406417692969
Prenosi
Objavljeno
Številka
Rubrika
Licenca
Avtorske pravice (c) 2025 Assimina Tsibidaki, Aikaterini Vrachna
To delo je licencirano pod Creative Commons Priznanje avtorstva 4.0 mednarodno licenco.