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Noticing inclusive teaching practices in tandems – results from cross-national video clubs at two different school levels.

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Title: Noticing inclusive teaching practices in tandems – results from cross-national video clubs at two different school levels.
Authors: Taras, Alexandra1 (AUTHOR), Smit, Robbert1 (AUTHOR) robbert.smit@phsg.ch, Hecht, Petra2 (AUTHOR), Matic, Marion2 (AUTHOR)
Source: International Journal of Inclusive Education. Oct2024, Vol. 28 Issue 12, p2663-2679. 17p.
Subject Terms: *Career development, *Inclusive education, *Teacher educators, *Teaching teams, *Teacher education
Abstract: Inclusive teaching practices are increasingly encouraged in many countries, but there are still some difficulties with respect to the professional development of co-working general and special-needs teachers. We used video clubs as a promising tool to enhance Austrian and Swiss teachers' competencies in noticing core features of their own inclusive teaching. Eight general and special-needs teachers met three times locally and once in a cross-national setting. Our research analysed the frequencies and differences in the perception of inclusive education by teachers across two different school levels. The focus was on the actors in the classroom and the design of inclusive teaching. The participants' reflections on their perceptions were of further interest. The results showed a strong focus on classroom organisation; however, unexpectedly, teamwork was barely noticed. It was further encouraging in relation to professional development that teachers already noticed quite often the students' learning and less their own actions. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Inclusive Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Noticing inclusive teaching practices in tandems – results from cross-national video clubs at two different school levels.
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  Data: <searchLink fieldCode="AR" term="%22Taras%2C+Alexandra%22">Taras, Alexandra</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Smit%2C+Robbert%22">Smit, Robbert</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> robbert.smit@phsg.ch</i><br /><searchLink fieldCode="AR" term="%22Hecht%2C+Petra%22">Hecht, Petra</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Matic%2C+Marion%22">Matic, Marion</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Inclusive+Education%22">International Journal of Inclusive Education</searchLink>. Oct2024, Vol. 28 Issue 12, p2663-2679. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br />*<searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+educators%22">Teacher educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+teams%22">Teaching teams</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink>
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  Data: Inclusive teaching practices are increasingly encouraged in many countries, but there are still some difficulties with respect to the professional development of co-working general and special-needs teachers. We used video clubs as a promising tool to enhance Austrian and Swiss teachers' competencies in noticing core features of their own inclusive teaching. Eight general and special-needs teachers met three times locally and once in a cross-national setting. Our research analysed the frequencies and differences in the perception of inclusive education by teachers across two different school levels. The focus was on the actors in the classroom and the design of inclusive teaching. The participants' reflections on their perceptions were of further interest. The results showed a strong focus on classroom organisation; however, unexpectedly, teamwork was barely noticed. It was further encouraging in relation to professional development that teachers already noticed quite often the students' learning and less their own actions. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of International Journal of Inclusive Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/13603116.2022.2119489
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        Text: English
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        Type: general
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      – SubjectFull: Teacher educators
        Type: general
      – SubjectFull: Teaching teams
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              M: 10
              Text: Oct2024
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