Teachers Supporting Students in Collaborative Ways—An Analysis of Collaborative Work Creating Supportive Learning Environments for Every Student in a School: Cases from Austria, Finland, Lithuania, and Poland

Suvi Lakkala, Alvyra Galkienė, Julita Navaitienė, Tamara Cierpiałowska, Susanne Tomecek, Satu Uusiautti

Research output: Contribution to journalArticleScientificpeer-review

Abstract

Many studies have highlighted the importance of community and cooperation in inclusive education. However, traditionally, teachers are trained to manage their classes alone. Along with the aspirations of inclusive education, there is high pressure to develop school cultures that are more communal and to reorient school personnel’s work, making it more collaborative, in order to meet the diverse needs of all students. In this research, we explored and compared the collaborative ways in which teachers supported their students in four schools in Austria, Finland, Lithuania, and Poland. As a conceptual framework, the research utilized theories of interprofessional teamwork. The researchers applied a theory-led thematic analysis to the research data. The main findings indicate that collaborative action needs to be an essential part of teachers’ work in an inclusive school. The schools and teachers implemented both proactive and reactive ways of constructing an inclusive pedagogy when they supported their students.

Original languageEnglish
Article number2804
Pages (from-to)1-20
JournalSustainability (Switzerland)
Volume13
Issue number5
DOIs
Publication statusPublished - 2021
MoEC publication typeA1 Journal article-refereed

Keywords

  • Co-teaching
  • Collaboration
  • Inclusive education
  • Inclusive pedagogy
  • Interprofessional teamwork

Field of science

  • General and teacher education

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