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Specialpedagogens vardag: vision och verklighet
Södertörn University, School of Culture and Education.
2013 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
Abstract [en]

In this essay I follow the traditions of the continental didactics and use phenomenology and hermeneutics to examine how I, as a Special Educational Needs teacher, can develop my skills in making teachers adopt a more inclusive approach. The teachers and I have often got different agendas; I seek to change the teaching in order to fit the students, whereas the teachers wish for me to help the students manage the prevailing teaching practice. Traditionally this has been a task for the remedial teachers. In Sweden there is a difference, however a lack of clarity formally as well as practically, in the definition of these two professions, which indeed makes my assignment ever so challenging. One of the tools I have often applied is to plan and teach together with the teachers, to function as a role model. However, this method is not always a successful one and certain conditions seem necessary to make it work. In my conclusion I claim that motivation, voluntariness and security are three keywords but also that reflecting tutorial dialogues are of utter importance. My own approach is essential during these dialogues, how I choose to view the differences but also how eager I am to investigate the comprehension horizon of the Other, which ultimately leads to the question how willing I am to change myself in order to establish a genuine learning dialogue. Keywords: Special Educational Needs Teacher, master-apprentice, tutoring, learning dialogue, practical knowledge

Place, publisher, year, edition, pages
2013. , 39 p.
Keyword [sv]
Specialpedagog, mästare-lärling, handledning, lärande dialog, praktisk kunskap
National Category
URN: urn:nbn:se:sh:diva-19244OAI: diva2:631383
Subject / course
Studies in Practical Knowledge
Humanities, Theology
Available from: 2013-06-24 Created: 2013-06-20 Last updated: 2016-07-06Bibliographically approved

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