Associations of self-perceived competence,well-being and sense of belonging among pre- and in-service teachers encountering children with diverse needs

ABSTRACT

In this article, we sought to determine the extent to which pre-service and in-service teachers’ self-perceived competence is associated with sense of belonging and well-being during special education teacher studies, as well as determine whether there are differences among these factors between pre-service and in-service teachers. These are areas in which there is currently a shortage of research. Our data were collected using a survey with close-ended questions. The respondents consisted of 58 in-service and 29 pre-service teachers, aged 21–56 years. Data were analysed utilising quantitative methods. The findings revealed that the respondents demonstrated generally high levels of engagement and low to moderate levels of burnout. The results further indicated that the respondents reported themselves to be most competent when dealing with children of drug-related family abuse and less competent in working with children with severe disabilities. Although well-being and self-perceived competence were associated, we could not find any association between these factors and the sense of belonging. Given the theoretical and empirical evidence, a deeper understanding of the factors relating to teachers’ ability to encounter diverse needs is unquestionably needed. The key findings are discussed in detail, and practical implications for teacher education are given.     

The training of teachers in special education

ABSTRACT

The aims and content of training in special education have been extended in recent years as a result of the practice of integrated education and also the recognition of a larger group of children with special educational needs. Provision in ordinary schools is being seen as the development of whole‐school policies for curricula and organization, including the development of systems of support within and sometimes, across schools. These developments have implications for the training of special education teachers and also for the pre‐service and in‐service education and training of all teachers and for the variety of strategies to be employed.     

Effects of school quality,school citizenship policy,and student body composition on the acquisition of citizenship competences in the final year of primary education

This study examines the effects of general educational quality of schools, school citizenship policy, and ethnic homogeneity of the student body on the acquisition of citizenship competences in the final year of primary education. The theoretical framework is based on developmental, psychological, and sociological studies into effects of social context on educational outcomes and research into effective schools. The effects of school quality, school policy, and student population were analysed using 2-level (students, school) multilevel models. The results show that differences in citizenship competences between students and schools are mainly explained by factors at student level. Although the school also appeared to play a role, the school variables used in the analysis did not offer sufficient explanation for these differences. In order to further investigate the relationship between school factors and students’ citizenship, more insight is needed into characteristics of citizenship practices of schools.     

Learning difficulties and social class: exploring the intersection through family narratives

This article is concerned with the intersection between learning difficulties and social class. It also inevitably tells of the gender‐class interface in relation to women’s caring roles. I use the life story narratives of three mothers and a grandmother of a person with learning difficulties, together with concepts from Bourdieu, to explore the ways in which class‐related capital and habitus affect their life experiences and their interactions with educational and other professionals. The data are the stories of (grand)mothers reflecting on life events, particularly in relation to decision making surrounding education, while simultaneously providing subtle, rich pictures of their socio‐economic contexts. I illustrate how privilege and disadvantage are reproduced partly for the families through their institutional interactions, which are differentiated according to economic and social resources. The stories re‐presented in this paper provide powerful examples of how experiences of living with learning difficulties and disabilities are situated in one’s class position and how struggles for inclusion are at once common and particular.     

Using dialogue as a means to promote collaborative and inclusive practices

This study discusses the results of a collaborative action research project in a multi-disciplinary school for children with disabilities. The aim was to alter practices and views of the professionals concerned in order to promote the inclusion of four children in mainstream schools. Three interrelated programmes were designed and implemented over two years in order to foster the process of collaboration and inclusion. The main purpose was to prompt the different professionals to adopt new roles, and the dialectic method was used as the main means to this end. To collect data, a systematic research diary, a number of participant observations and interviews with the professionals were used. The findings indicate that the result of collaborative action research that integrated the dialectic as a method of interpreting and deconstructing the practices and the views of professionals was to promote the children’s inclusion through the enhancement of effective and just practices.     

中国武术“悟”的运行逻辑与价值取向——基于身体认知的视角

作为中国武术的一种特殊身体认知方式,“悟”在武术教育与传承中有着极其深远的意义,其身心一统、知行合一的特征充分体现了合规律性与合目的性的内在一致性,是中国古代身体智慧的集中体现。基于身体认知理论,在澄明和阐释“悟”的义理基础上,探究中国武术“悟”的运行逻辑与价值取向。中国武术“悟”的运行逻辑主要包含符号表征、隐喻映射、意会认知与行为转化四个层次,符号表征是“悟”的前提条件,隐喻映射是“悟”的逻辑起点,意会认知是“悟”的运行方式,行为转化是“悟”的实践指向,它们统一于“悟”中。这种运行逻辑的价值取向主要体现在,悟统身心的终极指向、悟合知行的实践进路、悟以体道的内在超越三个方面。中国武术教育与传承中要科学认识和有效运用“悟”的运行逻辑,客观看待和正确引导“悟”的价值取向,让这种中国式的文化传统和实践智慧在现代社会语境下也能熠熠生辉。     

Intersectional rhetoric: Where intersectionality as analytic sensibility and embodied rhetorical praxis converge

Serious considerations of intersectionality are critical to the future and viability of feminist rhetorical scholarship and scholars have made impressive methodological shifts in response to this exigency. However, though feminist rhetorical scholarship has painted a rich picture of how intersectionality operates at the level of the critic, I suggest that there needs to be more critical investigation of how intersectionality functions at the level of discourse—how it is constituted by and through rhetoric. To this end, I develop a theory of intersectional rhetoric, which I argue emerges at the point where intersectionality as an analytic sensibility and embodied rhetorical praxis converge. I theorize the ways in which intersectional rhetoric manifests junctures between (1) theory and experience, (2) discourse and materiality, and (3) academic and activist intellectual spheres to develop more nuanced political arguments about structural oppression on multiple axes. I use the work of body positive activist Ashleigh Shackelford as a case study for examining how, through what techniques, and to what end rhetors craft these links in performances of intersectional rhetoric. I conclude by discussing the implications a theory of intersectional rhetoric has for rhetorical theory, rhetorical critics, and intersectional feminist activism.     

Functionalizing human relations in business

This commentary argues that Indvik and Fitzpatrick's article, “Perceptions of Inclusion, Affiliation, and Control in Five Interpersonal Relationships,” presents an inappropriate conceptual and methodological approach to the study of relationship defining communication. Problems are most evident in: (1) the domain isolated to represent the themes of inclusion, control, and affection; and (2) the inattention to the interdependence established with communication between relationship partners.     

Understanding the effects of training programs for vulnerable adults on social inclusion as part of continuing education

According to the increasing rates of unemployment and poverty a significant share of the European population can be considered at-risk-of-social exclusion. In order to combat social exclusion adult education seemed to be a possible tool, which can increase social inclusion among adult learners. This study explores factors relating to training programs considered as adult and continuing education which enhance social inclusion for vulnerable adults and their life environment. The results indicate that after following the training programs as part of continuing learning, the participants show a significant increase in activation and internalisation as well as participation and connection (as processes of social inclusion). Moreover, non-parametric correlation analysis and logistical regression analysis shows that the training design feature transfer possibilities is significantly related to the increase of almost all social inclusion variables. Besides this direct surroundings and learning contents and activities only significantly relates to the increase of social inclusion variables of activation and internalisation and care to the social inclusion variables of participation and connection.     

The Learning Society,the Unfinished Cosmopolitan,and Governing Education,Public Health and Crime Prevention at the Beginning of the Twenty‐First Century

The ‘learning society’ expresses principles of a universal humanity and a promise of progress that seem to transcend the nation. The paper indicates how this society is governed in the name of a cosmopolitan ideal that despite its universal pretensions embodies particular inclusions and exclusions. These occur through inscribing distinctions and differentiations between the characteristics of those who embody a cosmopolitan reason that brings social progress and personal fulfilment and those who do not embody the cosmopolitan principles of civility and normalcy. Mapping the circulation of the notion of the ‘learning society’ in arenas of Swedish health and criminal justice, and Swedish and US school reforms is to examine the mode of life of the citizen of this society, the learner, as an ‘unfinished cosmopolitanism’ and also directs attention to its ‘other(s)’—those that are outside.