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
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:sh-19244 |
| Date | January 2013 |
| Creators | Åhrling-Nykvist, Marie |
| Publisher | Södertörns högskola, Institutionen för kultur och lärande |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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