ERIC Number: EJ1078663
Record Type: Journal
Publication Date: 2015-Nov
Abstractor: As Provided
Reference Count: 49
Examining Greek Special Education Teachers' Individual and Collaborative Teaching Experiences
Morfidi, Eleni; Samaras, Anastasia P.
Teacher Education and Special Education, v38 n4 p347-363 Nov 2015
In this exploratory study, the authors examine Greek special education teachers' individual and collaborative teaching experiences in the context of their literacy instruction. The Five Foci Framework, situated in Vygotskian theory, is utilized in the study's design to examine special education teachers' individual and collaborative experiences teaching and included personal situated inquiry, critical collaborative inquiry, improved learning, transparent research process, and knowledge generation and presentation. Twenty-five special education teachers in northwestern Greece participate in the study. Data include individual semi-structured interviews, researchers' analytical memoing and dialogue, and inter-rater coding. Data are independently analyzed and result in the following themes: inquiries and goals, stories of collaboration, assessment, and challenges and needs. The authors offer suggestions for enacting co-teaching within the structures of national standards through collaborative self-study.
Descriptors: Foreign Countries, Special Education Teachers, Teaching Experience, Teacher Collaboration, Semi Structured Interviews, Inquiry, Team Teaching, Praxis, Literacy, Educational Objectives, Regular and Special Education Relationship, Data Collection, Information Utilization, Evidence Based Practice, Barriers, Teacher Role, Needs, Teacher Attitudes
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Greece