Typologie výukových strategií podporující inkluzi ve vzdělávání
| Title in English | A Typology of teaching strategies which support Inclusion in Education |
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| Authors | |
| Year of publication | 2015 |
| Type | Article in Periodical |
| Magazine / Source | Studia paedagogica |
| MU Faculty or unit | |
| Citation | |
| Web | |
| Doi | http://dx.doi.org/10.5817/SP2015-3-8 |
| Field | Pedagogy and education |
| Keywords | inclusion in education; teaching strategies; group work; frontal teaching |
| Description | The aim of this paper is to present strategies that support inclusion in education and are used by teachers. Data were collected through semi-structured interviews with teachers who work at schools which have received the Fair School certificate. Results were then analysed to produce a typology of strategies which support inclusion. The aim of the first strategy is to teach pupils the necessary minimum. Teachers who use the first strategy prefer a frontal style of teaching and work with a pupil's ceiling of achievement, which is in opposition to the principles of inclusive education. Teachers who use the second type of teaching strategy favour combinations of teaching methods and forms which provide them with enough leeway to achieve inclusive education. Finally, the third type of teaching strategy, referred to as "development through pupil cooperation", is typical for those teachers who favour group work. Such teachers purposefully make use of differences among their pupils. The paper describes these three strategies, the opinions of teachers who use them and their individual understanding of inclusion. Special emphasis is placed on elucidating how these teachers think their preferred strategies can be helpful to their pupils. |
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