NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1077452
Record Type: Journal
Publication Date: 2015
Pages: 14
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-0885-6257
Roles, Duties and Challenges of Special/Support Teachers at Secondary Education: Implications for Promoting Inclusive Practices
Vlachou, Anastasia; Didaskalou, Eleni; Kontofryou, Maria
European Journal of Special Needs Education, v30 n4 p551-564 2015
Recent inclusive policy directives and advice offered to schools strongly recommend special/support teachers to expand their role and extend their duties. In light of this, we investigated how Greek secondary special/support teachers perceive and experience their role, work profile and the challenges they encounter. Qualitative analysis revealed that participants perceived their role as multidimensional, but focused on its reactive rather than proactive aspect. Role ambiguity, confusing expectations, lack of collaboration and the devalued position within the teaching staff of the school were some of the complexities reported. The findings are discussed in terms of their implications for advancing teachers' professional development and promoting inclusive practices within secondary education schools.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Greece