Inclusive classroom: teacher-student relationships
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[1] University of Lapland
University of Lapland
Rovaniemi, Finlandia
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- Localización: Search and research [Recurso electrónico]: teacher education for contemporary contexts / coord. por Juan José Mena Marcos, Ana García-Valcárcel Muñoz-Repiso, Francisco José García Peñalvo, Marta Martín del Pozo, 2017, ISBN 978-84-9012-769-8, págs. 669-677
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
This article reports the findings of a Finnish socio-psychological research project aiming to promote equality among students with diverse socio-psychological, cognitive or social needs (Erasmus+ project Inclusive Education: Socio-psychological, Educational and Social Aspects, SPESA). It describes teacher-student relationships in an inclusive classroom. It aims to identify the main elements of inclusive practices, and how they are influenced by interpersonal interactions. The study employed an ethnographic approach: the researchers visited two primary school classrooms, where they observed lessons and interviewed students, parents and teachers. Teachers also kept pedagogical journals to record their reflections. The findings indicate that the relationship between teachers and students is the cornerstone of inclusive education. The teachers displayed respect for individuality through encouragement, social engagement, sensitivity and approachability. They also emphasised the sense of community by organising social activities, enhancing social skills, promoting ethical dialogues appreciating diversity, and empowering their students. These findings exemplify that to be successful, inclusive pedagogy does not necessarily require large investments in the student/teacher ratio, study materials, equipment, and other resources. Rather, the key factor is that teachers are willing to support their students based on individual needs, and promote a sense of belonging to the school community.
