Kaasav haridus ja õpetajakoolitus sotsiaal-kultuurilisest käsitlusest lähtudes

Autorid

  • Francesco Arcidiacono
  • Aleksandar Baucal

DOI:

https://doi.org/10.12697/eha.2020.8.1.02a

Märksõnad:

kaasav haridus, sotsiaal-kultuuriline käsitlus, õpetajate professionaliseerumine, õpetajakoolitus, eripedagoogika

Kokkuvõte

Selles artiklis keskendume õpetajaharidusele ja õpetaja professionaliseerumisele, käsitledes neid teemasid sotsiaal-kultuurilisest vaatenurgast. Soovime paremini mõista mõningaid vastuolusid ja probleeme, mis tekkivad kaasava hariduse rakendamisel, ja seostada need teemad õpetajakoolituse ja professionaliseerumisega. Esiteks anname ülevaate sotsiaal-kultuurilise käsitluse lähtealustest, mis loovad teoreetilise raamistiku õpetajakoolitusele, õpetajate professionaliseerumisele ja kaasava hariduse rakendamisele. Seejärel tutvustame mõningaid rahvusvahelisi põhimõtteid ja väärtusi, mis moodustavad kaasava hariduse normatiivse raamistiku. Sellele raamistikule toetuvad oskused ja praktikad, millega tagatakse kõikidele lastele sobivad õppimis- ja arenguvõimalused. Viimases osas tutvustame õpetajakoolituse erimudelit, et näidata, milliseid võimalusi pakub sotsiaal-kultuuriline käsitlus kaasava ja erivajadustega laste hariduse staatuse ja rolli tugevdamiseks.

PDF Full text

Allalaadimised

Download data is not yet available.

Viited

Ainscow, M., Booth, T., Dyson, A., Farrell, P., Frankham, J., Gallannaugh, F., Howes, A., & Smith, R. (2006). Improving Schools: Developing Inclusion. London: Routledge.

Arcidiacono, F., & Baucal, A. (2019). Le interazioni sociali nell’apprendimento [Social interaction in learning]. Rome: Carocci.

Arcidiacono, F., & Pontecorvo, C. (2019). On materiality: Home spaces and objects as expanding elements of everyday experiences. Forum: Qualitative Social Research, 20(3), art. 5. http://dx.doi.org/10.17169/fqs-20.3.3165

Arnesen, A., Allen, J., & Simonsen, E. (Eds.) (2009). Policies and practices for teaching socio-cultural diversity. Concepts, principles and challenges in teacher education. Strasbourg: Council of Europe.

Barton, L. (1997). Inclusive education: Romantic, subversive or realistic. Inclusive Education, 3(1), 231–242. https://doi.org/10.1080/1360311970010301

Baucal, A. (2012). Scaffolding by design: Co-construction through interaction with cultu rally structured environment. In A. Baucal & J. Radišić (Eds.), Patchwork. Learning Diversities – conference proceedings (pp. 71–79). Belgrade: Institute of Psychology.

Baucal, A. (2013). Two instead of one ZPD: Individual and joint construction in the ZPD. In S. Phillipson, K. Ku & S. Phillipson (Eds.), Constructing educational achievement: A sociocultural perspective (pp. 161–173). London: Routledge.

Baucal, A., Arcidiacono, F., & Buđevac, N. (2011). Reflecting on different views of social interaction: Ex-planatory and analytic perspectives. In A. Baucal, F. Arcidiacono & N. Buđevac (Eds.), Studying interaction in different contexts: A qualitative view (pp. 233–251). Belgrade: Institute of Psychology.

Baucal, A., & Pavlović Babić, D. (Eds.) (2016). Prepoznaj, promovši i proširi – priče o uspešnim školama [Identify, Promote, and Scale up – Stories on Successful Schools]. Belgrade: Institute of Psychology.

Baucal A., & Zittoun T. (2013). Religion as dialogical resource: A socio-cultural approach. Integrative Psychological & Behavioral Science, 47(2), 207–219. https://doi.org/10.1007/s12124-013-9229-z

Biesta, G. (2009). Good education in an age of measurement: on the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability, 21(1), 33–46. https://doi.org/10.1007/s11092-008-9064-9

COHEP. (2008). Analyse und Empfehlungen: Heilpädagogik in der allgemeinen Lehrerinnen- und Lehrerbildung [Analysis and recommendations: Special education in general and teacher education]. Arbeitsgruppe Heilpädagogik der COHEP, December 2008.

Cole, M. (1996). Cultural Psychology. Cambridge: Harvard University Press.

Connor, D. J., Gabel, S. L., Gallagher, D. J., & Morton, M. (2008). Disability studies and inclusive education. Implications for theory, research, and practice. International Journal of Inclusive Education, 12(5–6), 441–457. https://doi.org/10.1080/13603110802377482

Daiute, C., & Kovac Cerovic, T. (2017). Minority Teachers Roma in Serbia: Narrate Education Reform. Belgrade: Institute of Psychology.

Engeström, Y. (1987). Learning by Expanding: An Activity-Theoretical Approach to Developmental Research. Cambridge: Cambridge University Press.

Engeström, Y. (2016). Studies in expansive learning: Learning what is not yet there. Cambridge: Cambridge University Press.

Fleer, M. (2016). The Vygotsky project in education – The theoretical foundations for analysing the relations between the personal, institutional and societal conditions for studying development. In D. S. P. Gedera & P. J. Williams (Eds.), Activity Theory in Education Research and Practice (pp. 1–18). Rotterdam: Sense. https://doi.org/10.1007/978-94-6300-387-2_1

Gindis, B. (1995). The social/cultural implication of disability: Vygotsky’s paradigm for special education. Educational Psychologist, 30(2), 77–81. https://doi.org/10.1207/s15326985ep3002_4

Hedegaard, M. (2004). A cultural-historical approach to learning in classrooms. Outlines, 6(1), 21–34.

Hjorne, E., & Säljö, R. (2004). "There is something about Julia." Symptoms, categories, and the process of invoking attention deficit hyperactivity disorder in the Swedish school: A case study. Journal of Language, Identity & Education, 3(1), 1–24. https://doi.org/10.1207/s15327701jlie0301_1

Leijen, Ä., Pedaste, M., & Lepp, L. (2019). Teacher agency following the ecological model: How it is achieved and how it could be strengthened by different types of reflection. British Journal of Educational Studies. https://doi.org/10.1080/00071005.2019.1672855

Meekosha, H., & Shuttleworth, R. (2009). What’s so ‘critical’ about critical disability studies? Australian Journal of Human Rights, 15(1), 47–75. https://doi.org/10.1080/1323238X.2009.11910861

Moran, A. (2009). C an a competence or standards model facilitate an inclusive approach to teacher education? International Journal of Inclusive Education, 13(1), 45–61. https://doi.org/10.1080/13603110701273675

Naukkarinen, A. (2010). From discrete to transformed? Developing inclusive primary school teacher education in a Finnish teacher education department. Journal of Research in Special Educational Needs, 10(1), 185–196. https://doi.org/10.1111/j.1471-3802.2010.01168.x

Nedić, J., Jošić, S., & Baucal, A. (2015). The role of asymmetrical interaction in the assessment of nonverbal abilities of children from the Drop-in center. Inovacije u nastavi – časopis za savremenu nastavu, 28(3), 189–206. https://doi.org/10.5937/inovacije1503189N

Norwich, B. (2010). A response to ‘Special Educational Needs: A New Look.’ In L. Terzi (Ed.), Special Educational Needs: A New Look. London: Continuum.

Organization for Economic Co-operation and Development. (2000). Special Needs Education Statistics and Indicators. Paris: OECD.

Organization for Economic Co-operation and Development. (2007). No more failures: Ten steps to equity in education. Paris: OECD.

Passiatore, Y., Pirchio, S., Carrus, G., Maricchiolo, F., Fiorilli, C., & Arcidiacono, F. (2019). Intercultural practices and inclusive education in Europe: Can migration be a resource for individual and societal development? European Journal of Psychology of Education, 34(1), 209–224. https://doi.org/10.1007/s10212-017-0360-y

Pijl, S. J. (2010). Preparing teachers for inclusive education: Some reflections from the Netherlands. Journal of Research in Special Educational Needs, 10(1), 197–201. https://doi.org/10.1111/j.1471-3802.2010.01165.x

Pontecorvo, C., & Arcidiacono, F. (2014). Social interactions in families and schools as contexts for the development of spaces of thinking. In T. Zittoun & A. Iannaccone (Eds.), Activity of thinking in social spaces (pp. 83–97). New York: Nova Science Publishers.

Radišić, J., & Baucal, A. (2016). "What about when the majority is excluded?" A critical eye on language and math classrooms in Serbia. In A. Surian (Ed.), Open Spaces for Interactions and Learning Diversities (pp. 167–178). Rotterdam: Sense Publishers. https://doi.org/10.1007/978-94-6300-340-7_12

Radišić, J., & Baucal, A. (2018). Teachers’ reflection on PISA items and why they are so hard for students in Serbia. European Journal of Psychology of Education, 33(3), 445–466. https://doi.org/10.1007/s10212-018-0366-0

Radišić, J., Baucal, A., & Videnović, M. (2014). Unfolding the assessment process in a whole class mathematics setting. Psihološka istraživanja, 17(2), 137–158. https://doi.org/10.5937/PsIstra1402137R

Ryan, R. M., & Deci, E. L. (2000) . Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78. https://doi.org/10.1037/0003-066X.55.1.68

Sliwka, A. (2010). From homogeneity to diversity in German education. In Educating Teachers for Diversity – meeting the Challenge. Paris: OECD.

Smagorinsky, P., Cole, M., & Braga, L. W. (2017). On the complementarity of cultural historical psychology and contemporary disability studies. In I. Esmonde & A. N. Booker (Eds.), Power and privilege in the learning sciences (pp. 70–92). New York: Routledge.

Stojanović, J., & Baucal, A . (2007). Equal Access to Quality Education for Roma: Serbia. In Equal Access to Quality Education for Roma. Budapest: Open Society Institute – EU Monitoring and Advocacy Program.

Tartas, V., Perret-Clermont, A.-N., & Baucal, A. (2016). Experimental micro-histories, private speech and a study of children’s learning and cognitive development. Infancia y Aprendizaje, 39(4), 772–811. https://doi.org/10.1080/02103702.2016.1221055

Taylor, S. J. (2006). Before it had a name: Exploring the historical roots of disability studies in education. In S. Danforth & S. L. Gabel (Eds.), Vital questions facing disability studies in education (pp. xiii–xxiii). New York: Lang.

UNESCO-IBE. (2008). Conclusions and recommendations of the 48th session of the International Conference on Education (ED/BIE/CONFINTED 48/5) Geneva: UNESCO IBE. Retrieved at: http://www.ibe.unesco.org/en/ice/48th-ice-2008/conclusions-and-recommendations.html.

United Nations. (1989). Convention on the Rights of the Child. New York: United Nations.

Võgotski, L. S. (1934/1986). Thought and Language (transl. edited by A. Kozulin). Cambridge: The MIT Press.

Võgotski, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University Press.

Võgotski, L. S. (1993). The fundamentals of defectology (abnormal psychology and learning disabilities). In R. W. Rieber & A. S. Carton (Eds.), The collected works of L. S. Vygotsky – Volume 2: The fundamentals of defectology (pp. 29–51). New York: Plenum.

Wertsch, J. V. (1991). Voices of the Mind. Cambridge: Harvard University Press.

Wertsch, J. V. (2007). Mediation. In H. Daniels, M. Cole & J. V. Wertsch (Eds.), The Cambridge Companion to Vygotsky (pp. 178–192). Cambridge: Cambridge University Press. https://doi.org/10.1017/CCOL0521831040.008

##submission.downloads##

Avaldatud

2020-05-01

Väljaanne

Rubriik

Artiklid