Development of inclusive practice – the art of balancing emotional support and constructive feedback
Bibliographic Data
| ID | 22167477 |
|---|---|
| Authors | Kristian Øen (0009-0005-6563-9862, NLA University College, corresponding author), Rune Johan Krumsvik (0000-0002-5251-5300, University of Bergen), Øystein O Skaar (0000-0001-5605-3492, University of Inland Norway) |
| Year | 2024 |
| Volume | 9 |
| Publication date | 2024-01-17 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2024.1281334 |
| OpenAlex | W4390952920 |
| Language | EN |
| References cited | 42 |
Inclusive education in the context of challenging behavior is one of the most demanding challenges for teachers. Good support systems help teachers become more positive about inclusion and gain greater confidence in realizing that they can succeed. Such support can be provided in the form of emotional support, internal or external guidance, courses, discussions or further education. As an alternative to a traditional individual-oriented approach to inclusion, this article argues that development of inclusive practice requires collaborative learning in the professional community, which again means that teachers have to make their own practice more transparent so that it can be explained, explored and challenged. This article is based on a qualitatively driven mixed-method case design, and the data come from interviews with and observations of 10 teachers, as well as a survey conducted at 16 schools in Western Norway. The findings show that many teachers struggle to find a balance between emotional support and asking exploratory questions about their schools' and their colleagues' practices. At the same time, it seems that schools that systematically ask each other critical questions have cultures that are more strongly characterized by a high degree of psychological safety and high professional standards
Constructive · Exploratory research · Mathematics education · Pedagogy · Professional development · Social science · Sociology · Computer Science · Early Childhood Education and Development · Educational and Psychological Assessments · Psychology · Social Psychology · Teacher Education and Leadership Studies
Improving Schools, Developing Inclusion
What counts as evidence of inclusive education?
Teacher education around the world
Promoting inclusion and equity in education
Achieving Integration in Mixed Methods Designs—Principles and Practices
Psychological Conditions of Personal Engagement and Disengagement at Work.
The art of case study research
Inclusion in the heat of the moment
The Practice of Survey Research
The Oxford Handbook of Multimethod and Mixed Methods Research Inquiry
Resolving social conflicts and field theory in social science
Roles in Sociological Field Observations
Psychological Safety
Regular primary schoolteachers’ attitudes towards inclusive education
Understanding inclusive education
A climate for self-efficacy
The psy-disciplines go to school
Why teachers find it difficult to include students with EBD in mainstream classes
Challenging control
Exploring inclusive pedagogy
How to Construct a Mixed Methods Research Design
Using thematic analysis in psychology
Organizational Learning
Situated Learning
| Citation velocity | historical |
|---|---|
| Highly cited | No |