‘We’ve Kind of Become More Professional’
Swedish Teaching Teams Enhance Skills with Participation Model for Inclusive Education
Bibliographic Data
| ID | 22044167 |
|---|---|
| Authors | Kattis Edström (0000-0003-0686-8225, Luleå University of Technology, corresponding author), Sara Cervantes (0000-0002-6311-4959, Luleå University of Technology) |
| Year | 2025 |
| Volume | 15 |
| Issue | 2 |
| Pages | 226 |
| Publication date | 2025-02-13 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15020226 |
| OpenAlex | W4407549232 |
| Language | EN |
| References cited | 25 |
In this study, two teaching teams’ implementations of a conceptual model to support inclusive education were investigated. Focus group discussions with the teaching teams were conducted and the theory of organizational and occupational professionalism was used in the analysis. The result shows that it is possible to expand a teaching team’s professional skills by developing a common professional language and accessing vocabulary that supports their understanding of the multifaceted concepts of participation and inclusive education. To carry this out, teaching teams need both organizational professionalism, such as a supportive organization and time to meet, and occupational professionalism, such as meetings where they can discuss and reflect together and gain autonomy. The combination of lack of occupational professionalism and a strong organizational professionalism seems to limit the possibilities for professional development
Higher education · Knowledge management · Mathematics education · Medical education · Pedagogy · Political science · Professional development · Sociology · Collaborative Teaching and Inclusion · Computer Science · Disability Education and Employment · Psychology · Teacher Education and Leadership Studies
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Teacher agency for inclusive education
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Inclusion as participation
The development of inclusive practice under a policy of integration
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Professionalism
| Highly cited | No |
|---|