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Kollegialt lärande för elevers bästa?: Ett specialpedagogiskt perspektiv
Umeå University, Faculty of Social Sciences, Department of Education.
2019 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesisAlternative title
Collegial learning for students' best interests? : A special needs educational perspective (English)
Abstract [sv]

Arbetet syftar till att få djupare förståelse för hur pedagoger ser på kollegialt lärande och forskningsfrågorna fokuserar pedagogers syn på organisation av kollegialt lärande, värdet av kollegialt lärande för att stödja elevers måluppfyllelse och vilka möjligheter och hinder de menar finns i arbetet med kollegialt lärande. Som analysverktyg används teorier om kollegialt lärande och samarbete samt teorier skolutveckling och specialpedagogiska perspektiv. Den kvalitativa studien utgår från en gymnasieskolas ambition att svara mot krav från Skolinspektionen att nå högre måluppfyllelse hos eleverna bland annat genom att implementera kollegialt lärande hos skolans aktörer. Åtta pedagoger, varav två lärare, två speciallärare och fyra specialpedagoger, alla med ett specialpedagogiskt ansvar i skolan, intervjuades kring deras syn på kollegialt lärande. Resultaten visar att de har skilda uppfattningar om värdet av kollegialt lärande men alla ser samarbete som nödvändigt och viktigt för att stödja elevernas lärande. Enbart ett fåtal arbetar systematiskt utifrån teorier om kollegialt lärande medan flera samarbetar mer allmänt. Oavsett samverkansform står eleverna i centrum. Det största gemensamma problemet är brist på tid trots att varje pedagog fått extra tid för att utveckla sitt arbete. Det visade sig svårt att fånga organisationen eftersom varje pedagog ingår i flera olika arbetslag eller konstellationer.

Abstract [en]

The aim of the work is to gain a deeper understanding of how teachers look at collegial learning and the research issues focus on the teachers' view of the organization of collegial learning, the value of collegial learning in order to support the pupils' goal fulfillment and what opportunities and obstacles they think exist in the work with collegial learning. As analytical tools, theories of collegial learning and collaboration are used as well as theories of School development and special need perspectives. The qualitative study is based on an upper secondary school's ambition to respond to demands from Skolinspektionen (Swedish School Inspectorate) to achieve higher goal fulfillment among the pupils. Among other things by implementing collegial learning among the school's actors. Eight pedagogues, including two teachers, two special education teachers and four special need teachers, all with a special need educational responsibility at school, were interviewed regarding their views on collegial learning. The results show that they have different perceptions about the value of collegial learning, but everyone sees cooperation as necessary and important to support the pupils' learning. Only a few teachers work systematically based on theories of collegial learning, while several cooperate more generally. Regardless of the form of collaboration, the pupils are at the center. The biggest common problem is lack of time, despite the fact that each educator has been given extra time to develop their work. It proved difficult to capture the organization because each educator is part of several different teams or constellations.

Place, publisher, year, edition, pages
2019. , p. 53
Keywords [en]
Cooperation, special need teachers
Keywords [sv]
Samarbete, pedagoger, gymnasiet
National Category
Social Sciences Educational Sciences Pedagogy
Identifiers
URN: urn:nbn:se:umu:diva-159342OAI: oai:DiVA.org:umu-159342DiVA, id: diva2:1318182
Educational program
Special Edcation Programme
Available from: 2019-05-27 Created: 2019-05-27 Last updated: 2019-06-03Bibliographically approved

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