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Specialpedagogers och rektorers syn på specialpedagogers roll i skolutveckling: En intervjustudie med specialpedagoger och rektorer
Jönköping University, School of Education and Communication.
2017 (Swedish)Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesisAlternative title
Special education teachers’ and principals’ views of special education teachers’ role in school development : An interview study with special education teachers and principals (English)
Abstract [sv]

Syftet med studien är att beskriva specialpedagogers och rektorers upplevelser av specialpedagogers roll i skolutveckling samt samarbetet dem emellan. Målsättningen är att utveckla kunskap om hur rektorer inom skolan kan använda specialpedagogens kunskap och kompetens i syfte att bidra med skolutveckling.

Det är en kvalitativ undersökning och det empiriska materialet består av intervjuer.

Studien utgår från teorier inom fenomenologin då jag som skriver är intresserad av specialpedagogers och rektorers synsätt på specialpedagogers roll i skolutveckling.

Resultatet i studien visar att specialpedagogers roll i samband med skolutveckling uttalas positivt av rektorerna men utgör ingen stor del av det vardagliga arbetet i skolan utan består till stor del av undervisning med elever enskilt och/eller i mindre grupp. I analysen av specialpedagogernas utsagor framträder betydelsen av rektors ansvar att prioritera och medverka till att skapa tid och forum för specialpedagogerna att arbeta med skolutveckling. Det uttrycks ett behov av specialpedagogerna att få arbeta med skolutvecklingsfrågor ur ett processinriktat och mer långsiktigt arbete där syftet är att deras kunskap och kompetens ska nyttjas så som examensförordnings mål och intentioner, för specialpedagogens uppdrag och roll, beskriver.

Abstract [en]

The purpose of this study is to describe special education teachers' and principals' experiences of special education teachers' role in school improvement and cooperation between them. The goal is to develop knowledge of how principals in schools can use special education teachers' competence in order to contribute to school improvement. It is a qualitative study and the empirical material consists of interviews. The study is based on theories of phenomenology as I am interested in special education teachers' and principals' views on special education teachers' role in school improvement.

The results of the study show that special education teachers' role in school improvement is appreciated by the principals, but do not constitute a large part of the everyday work at school, but mainly consists of teaching students individually and/or in small groups. In the analysis of special education teachers' statements, the importance of the principal's responsibility to prioritize and take part in creating time and forums for special education teachers' work with school development appears. The need for special education teachers to work with school improvement issues from a process-oriented and more long-term project is expressed, aiming at the use of their knowledge and competence as stated in the Graduation Regulations goals and intentions for the special education teacher's mission and role.

Place, publisher, year, edition, pages
2017. , 58 p.
Keyword [en]
Special education teacher, principal, school development appears, cooperation
Keyword [sv]
Specialpedagog, rektor, skolutveckling, samarbete
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hj:diva-34821ISRN: JU-HLK-SQA-2-20170007OAI: oai:DiVA.org:hj-34821DiVA: diva2:1067300
Subject / course
HLK, Education
Supervisors
Examiners
Available from: 2017-02-22 Created: 2017-01-20 Last updated: 2017-02-22Bibliographically approved

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Citation style
  • apa
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