«Det er et kjemperart system!» – spesialpedagogikk, tilpasset opplæring og nyutdannede læreres kompetanse

2020 
De nye femarige grunnskolelaererutdanningene i Norge skal utdanne laerere med fag-fordypning og forskningsbasert kunnskap. Disse laererne skal kunne tilpasse opp-laeringen til den enkelte elev og integrere spesialundervisning i grunnskolen. Studiens forskningssporsmal er: Hvordan erfarer nyutdannede grunnskolelaerere at den formelle laererkompetansen fra en integrert femarig grunnskolelaererutdanning samsvarer med deres behov for kunnskap om tilpasset opplaering og spesialpedagogikk i yrkesstarten? Studien er basert pa kvalitative intervjuer med 43 nyutdannede laerere fra de tre forste grunnskolelaererkullene med femarig integrert masterutdanning for skolens trinn 1–7 og 5–10 fra UiT Norges arktiske universitet. Undersokelsen inngar i det longitudinelle forskningsprosjektet «Relevant masterutdanning for grunnskolelaerere». Analysen av data er basert pa en temasentrert analysestrategi i NVivo12. Resultatene viser at de nyutdannede laererne opplevde utfordringer med a tilpasse opplaeringen for en sammensatt elevgruppe, og spesielt for elever med behov for saerskilt tilrettelegging. De nyutdannede laererne erfarte at de manglet kunnskap og ferdigheter til a arbeide med atferds¬problemer og bestemte diagnosegrupper. De manglet ogsa kunnskap om hvordan det eksterne spesialpedagogiske stotteapparatet fungerer, og hvordan og nar de skal melde inn tiltak. De nyutdannede tilegner seg spesialpedagogisk kompetanse ved a teste ut egne ideer, eller de bygger pa rad fra kolleger. Enkelte deltar pa kurs eller veiledning fra PPT, BUP eller andre aktorer om temaer som individuelle opplaeringsplaner eller diagnoser. Den erfaringsbaserte laeringstilnaermingen styrker etablert og kritisert tenkning om spesialpedagogikk og videreforer et system som ikke fungerer (Nordahl et al., 2018). Nyutdannede laerere trenger mer kunnskap om inkluderende pedagogikk og relasjonell tenkning i utdanningen. Nokkelord: femarig grunnskolelaererutdanning, nyutdannede laerere, spesialpedagogikk, tilpasset opplaering, relasjonell tenkning, inkluderende pedagogikk “It’s a very strange system!” – Special education, adapted education, and newly qualified teachers’ competence AbstractThe new Norwegian five-year primary and lower secondary school teacher education prepares teachers with increased subject-specific and research-based knowledge. These new teachers should be able to adapt teaching to individual students and integrate special education approaches. The research question is: How do newly qualified teachers experience their formal teacher competences from a five-year integrated master’s programme compared with their need for knowledge about adapted and special education at career-start? The study is based on qualitative interviews with 43 newly qualified teachers from the first three cohorts of a five-year integrated master’s teacher education programme at UiT The Arctic University of Norway. The study is part of the longitudinal research project “Relevant master education for school teachers”. Data are thematically analysed in Nvivo12 with results showing that new teachers experienced challenges in adapting teaching to all students, especially to students with needs of additional support. The new teachers found that they lack the competence to work with behavioural problems and particular diagnostic groups. They felt that they lack expertise on how external specialist support systems work and how and when to report concerns. Newly qualified teachers acquire special education competence by testing out their own ideas or based on advice from colleagues. Some also attend courses or seek guidance from support services on topics such as individual plans or diagnoses. The experience-based learning approaches taken by new teachers strengthen established and criticised thinking about special education and perpetuates a dysfunctional system. Newly qualified teachers need more knowledge about inclusive pedagogy, adapted education, and relational thinking in education. Keywords: primary and lower secondary school teacher education, newly qualified teachers, special education, adapted education, relational thinking, inclusive pedagogy
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