Speciallärare eller specialpedagog? En studie om speciallärares/specialpedagogers syn på sin utbildning och yrkesroll inom särskolan
(2006)School of Social Work
- Abstract
- In 1990 the education training program for teachers working with children with special needs was changed. One major difference in the new program compared with the former one is that the specialized teacher is now mainly supposed to supervise teachers instead of teaching pupils who have learning difficulties. The aim of this qualitative interview study has been to find out what the specialized teachers think about there education, and how this could influence children with cognitive disabilities in special schools. I have interviewed six teachers who specialized in teaching pupils with cognitive disabilities. Three of them where educated prior to 1990 and the others were educated after 1990. The ecological systems theory and the theory of... (More)
- In 1990 the education training program for teachers working with children with special needs was changed. One major difference in the new program compared with the former one is that the specialized teacher is now mainly supposed to supervise teachers instead of teaching pupils who have learning difficulties. The aim of this qualitative interview study has been to find out what the specialized teachers think about there education, and how this could influence children with cognitive disabilities in special schools. I have interviewed six teachers who specialized in teaching pupils with cognitive disabilities. Three of them where educated prior to 1990 and the others were educated after 1990. The ecological systems theory and the theory of learning as social praxis have been used in this study. The main results in this study show that although the specially educated teachers qualified after 1990 who received the new education training program continue educating children who have learning difficulties. It also shows the importance of practical experience whilst teaching pupils with cognitive disabilities during their teacher training. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/1326511
- author
- Olsson, Inger
- supervisor
- organization
- year
- 2006
- type
- M2 - Bachelor Degree
- subject
- keywords
- specialpedagog, speciallärare, specialized teachers, special teachers program, special school, särskola, utvecklingsstörning, cognitive disability, difficult learning, utbildning, education., Teacher education, Lärarutbildning
- language
- Swedish
- id
- 1326511
- date added to LUP
- 2006-12-13 00:00:00
- date last changed
- 2006-12-13 00:00:00
@misc{1326511,
abstract = {{In 1990 the education training program for teachers working with children with special needs was changed. One major difference in the new program compared with the former one is that the specialized teacher is now mainly supposed to supervise teachers instead of teaching pupils who have learning difficulties. The aim of this qualitative interview study has been to find out what the specialized teachers think about there education, and how this could influence children with cognitive disabilities in special schools. I have interviewed six teachers who specialized in teaching pupils with cognitive disabilities. Three of them where educated prior to 1990 and the others were educated after 1990. The ecological systems theory and the theory of learning as social praxis have been used in this study. The main results in this study show that although the specially educated teachers qualified after 1990 who received the new education training program continue educating children who have learning difficulties. It also shows the importance of practical experience whilst teaching pupils with cognitive disabilities during their teacher training.}},
author = {{Olsson, Inger}},
language = {{swe}},
note = {{Student Paper}},
title = {{Speciallärare eller specialpedagog? En studie om speciallärares/specialpedagogers syn på sin utbildning och yrkesroll inom särskolan}},
year = {{2006}},
}