Digitala Vetenskapliga Arkivet

Ändra sökning
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Specialdidaktiska verktyg och strategier för inkluderande religionskunskapsundervisning: Lärares tillämpning av specialdidaktiska verktyg och strategier i planeringen av inkluderande religionskunskapsundervisning
Malmö universitet, Fakulteten för lärande och samhälle (LS).
Malmö universitet, Fakulteten för lärande och samhälle (LS).
2023 (Svenska)Självständigt arbete på avancerad nivå (masterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)Alternativ titel
Specialdidactic instruments and strategies for inclusive religious education : The teachers' application of specialdidactic tools and strategies in the planning of inclusive religious education instruction (Engelska)
Abstract [en]

This work by Hafiz, A. A & Lagerstedt, J. (2023). Specialdidactic instruments and strategies for inclusive religious education - High school teachers' and upper secondary school teachers' way of working with all students as well as students with extra support and special needs. Instutionen för Samhälle, kultur och identitet, Fakulteten för Lärande och samhälle, Malmö universitet, is part of a master's degree in subject didactics. The concept of special didactics used here in this essay has its background in the continental German tradition. The purpose of this master's thesis is to investigate the special didactic instruments and strategies that teachers of religious studies use in their work for increased inclusion. The aim is to gather valuable knowledge about how experienced teachers of religious education work when they plan their materials and teach in matters relating to students' life issues and identity, as well as how they work with extra adaptations and special support. 

The research questions are as follows: What special didactic instruments and strategies do teachers in primary and secondary schools, teaching religious education, use in their subject planning for increased inclusion? What problems and opportunities do teachers experience when planning and working towards increased inclusion? 

The theoretical perspective of this thesis is based on a phenomenological theory of knowledge. There are four special education perspectives, all of which were used in the analysis to highlight different definitions of inclusion. Students' identities are explained and theorized as the foundation for inclusion. A religious didactic model is exemplified to illustrate where in the planning process students can be included. Since there is not enough research on special didactics, the various theoretical special education perspectives were used together with subject didactic perspectives to create special didactic analysis methods. 

The study's methodology is based on both exploratory researches to gather extensive knowledge and a case study approach to investigate more detailed information on how teachers work with inclusion in their planning. To obtain empirical material and collect the right data, five teachers working in different primary and secondary schools in Sweden were interviewed. 

The results show that the teachers agree that it is difficult to include students both physically and socially. Teachers have different opinions about the concept of inclusion and work with inclusion in didactic contexts in different ways, adapted to the situation. Instruments and strategies are adapted to students in different ways, with some teachers placing more emphasis on language and others placing more emphasis on questions about the student's identity. Collaboration between teachers, student health services, and school management for the student's best interest occurs, but a quick assessment of the student's situation is always better than a late assessment discovered later. Regarding the subject of religious studies, teachers work to get closer to students' own life questions, worldviews, and identities, adapted to the classroom environment and the students.

Ort, förlag, år, upplaga, sidor
2023. , s. 70
Nyckelord [en]
Didactics, High School, Inclusion, Religious education, Special Didactics, Special education, Upper secondary school
Nyckelord [sv]
Didaktik, Högstadieskola, Inkludering, Religionsundervisning, Specialdidaktik, Specialpedagogik, Gymnasieskola
Nationell ämneskategori
Didaktik
Identifikatorer
URN: urn:nbn:se:mau:diva-63681OAI: oai:DiVA.org:mau-63681DiVA, id: diva2:1811623
Utbildningsprogram
LS Ämnesdidaktik (fristående kurs)
Handledare
Examinatorer
Tillgänglig från: 2023-11-15 Skapad: 2023-11-13 Senast uppdaterad: 2023-11-15Bibliografiskt granskad

Open Access i DiVA

fulltext(958 kB)601 nedladdningar
Filinformation
Filnamn FULLTEXT02.pdfFilstorlek 958 kBChecksumma SHA-512
77ce3ac62fd40520c0674db3669162b5cc40e67695db2260910d3784de77b6b4d53efc5c13c024fc8c1efb519f1b9fad31aaf6cc296629aa2a12d19d923cbbb1
Typ fulltextMimetyp application/pdf

Av organisationen
Fakulteten för lärande och samhälle (LS)
Didaktik

Sök vidare utanför DiVA

GoogleGoogle Scholar
Totalt: 601 nedladdningar
Antalet nedladdningar är summan av nedladdningar för alla fulltexter. Det kan inkludera t.ex tidigare versioner som nu inte längre är tillgängliga.

urn-nbn

Altmetricpoäng

urn-nbn
Totalt: 1683 träffar
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf