The inclusive practices of classroom teachers: a scoping review and thematic analysis

There is a consensus that what teachers do in the classroom directly impacts student's learning. Currently, however there is a paucity of data identifying which teaching practices actually support learning within an inclusive classroom, especially data derived from direct observations of teache...

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Vydáno v:International journal of inclusive education Ročník 25; číslo 6; s. 735 - 762
Hlavní autoři: Finkelstein, Simon, Sharma, Umesh, Furlonger, Brett
Médium: Journal Article
Jazyk:angličtina
Vydáno: London Routledge 12.05.2021
Taylor & Francis Ltd
Témata:
Classroom Environment
Classroom observation
Classroom Observation Techniques
Classroom Techniques
Classrooms
Data quality
Definitions
Elementary Secondary Education
Inclusion
Inclusive education
Learning
Literature Reviews
Observation
observational tools
Student Evaluation
Student Needs
Students
Teacher Attitudes
Teacher Collaboration
Teacher education
teacher practices
Teachers
Teaching
Teaching Methods
Teaching Skills
Teamwork
ISSN:1360-3116, 1464-5173
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Shrnutí:There is a consensus that what teachers do in the classroom directly impacts student's learning. Currently, however there is a paucity of data identifying which teaching practices actually support learning within an inclusive classroom, especially data derived from direct observations of teachers. Thus, research-based guidance regarding how best to target observations of inclusive teachers warrants further investigation. The purpose of this scoping review, therefore, was to determine which teacher practices are related to high-quality inclusion, when conducting classroom observations. Extracted data from the tools that relied on direct observation methods included concepts and definitions of inclusion, as well as all indicators of inclusive practice. Thematic Analysis of observable inclusive teacher practices were concentrated into five themes: 'Collaboration and Teamwork', 'Determining Progress', 'Instructional Support', 'Organisational Practices', 'Social/Emotional/Behavioural Support'. These themes were used to create a 'guide' for conducting in-class observation of inclusive teachers. Implications for the use of this 'guide' and teacher education are discussed.
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ISSN:1360-3116
1464-5173
DOI:10.1080/13603116.2019.1572232