Inclusive Practices in Action: A Close Look at One Classroom

k 2024

Inclusive Practices in Action: A Close Look at One Classroom

JURČÍK, Miroslav; Jana OBROVSKÁ; Petr SVOJANOVSKÝ; Jana KRATOCHVÍLOVÁ; Jana NAVRÁTILOVÁ et. al.

Základní údaje

Originální název

Inclusive Practices in Action: A Close Look at One Classroom

Autoři

JURČÍK, Miroslav (203 Česká republika, garant, domácí); Jana OBROVSKÁ (203 Česká republika, domácí); Petr SVOJANOVSKÝ (203 Česká republika, domácí); Jana KRATOCHVÍLOVÁ (203 Česká republika, domácí) a Jana NAVRÁTILOVÁ (203 Česká republika, domácí)

Vydání

EARLI SIG 11 & 13 Conference 2024, University of Oxford, UK, 2024

Další údaje

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Stát vydavatele

Velká Británie a Severní Irsko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Kód RIV

RIV/00216224:14410/24:00139651

Organizační jednotka

Pedagogická fakulta

Klíčová slova česky

inkluze; učitelské strategie; vzájemné učení; formativní diagnostikování

Klíčová slova anglicky

inclusion practices; peer learning; diagnostic assesment

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 13. 3. 2025 09:13, Mgr. Jana Obrovská, Ph.D.

Anotace

V originále

Inclusive education stands as a vital pillar in modern pedagogy, aiming to cultivate equitable learning environments that cater to the diverse needs of all students, irrespective of their backgrounds or abilities. Grounded in the theoretical framework proposed by Finkelstein et al. (2021), this presentation investigates the lived experiences of one inclusive classroom, delving into the complexities of inclusive practices in action. Adopting a qualitative single case study approach, the research addresses two central inquiries: 1) How do teachers foster an inclusive environment in the classroom? and 2) How do students perceive support within an inclusive classroom setting? Drawing upon data from classroom observations (n=45), semi-structured interviews with teachers (n=6) and pupils (n=18), and analysis of learning materials, the study unfolds within a diverse urban school in Brno, Czech Republic, committed to inclusive education principles. Through meticulous transcription and analysis using ATLAS.ti software, a structured coding process was employed, guided by key concepts and themes derived from the theoretical framework. Findings reveal nuanced variations in the understanding and implementation of inclusive practices among teachers and pupils compared to the theoretical ideals of inclusive education. While teachers demonstrate diverse approaches to inclusion, discrepancies exist in aligning these practices with the theoretical framework. Similarly, students' perceptions of support reflect a blend of positive experiences and areas for improvement, underscoring the complex interplay of classroom dynamics and individual learning preferences. The presentation emphasizes the imperative of fostering inclusive cultures and recommends ongoing professional development and collaborative efforts to create truly inclusive learning environments.

Návaznosti

GA23-04764S, projekt VaV

Název: Adresování individuálních vzdělávacích potřeb všech žáků: Etnografie tříd na druhém stupni základních škol

Investor: Grantová agentura ČR, Adresování individuálních vzdělávacích potřeb všech žáků: Etnografie tříd na druhém stupni základních škol

Citovat

JURČÍK, Miroslav; Jana OBROVSKÁ; Petr SVOJANOVSKÝ; Jana KRATOCHVÍLOVÁ a Jana NAVRÁTILOVÁ. Inclusive Practices in Action: A Close Look at One Classroom. In EARLI SIG 11 & 13 Conference 2024, University of Oxford, UK. 2024.

@proceedings{2462198,
   author = {Jurčík, Miroslav and Obrovská, Jana and Svojanovský, Petr and KRATOCHVÍLOVÁ, Jana and Navrátilová, Jana},
   booktitle = {EARLI SIG 11 & 13 Conference 2024, University of Oxford, UK},
   keywords = {inclusion practices; peer learning; diagnostic assesment},
   language = {eng},
   title = {Inclusive Practices in Action: A Close Look at One Classroom},
   url = {https://www.earli.org/sig-11-13-conference-2024#section-conference-programme},
   year = {2024}
}

TY  - CONF
ID  - 2462198
AU  - Jurčík, Miroslav - Obrovská, Jana - Svojanovský, Petr - KRATOCHVÍLOVÁ, Jana - Navrátilová, Jana
PY  - 2024
TI  - Inclusive Practices in Action: A Close Look at One Classroom
KW  - inclusion practices
KW  - peer learning
KW  - diagnostic assesment
UR  - https://www.earli.org/sig-11-13-conference-2024#section-conference-programme
N2  - Inclusive education stands as a vital pillar in modern pedagogy, aiming to cultivate equitable learning environments that cater to the diverse needs of all students, irrespective of their backgrounds or abilities. Grounded in the theoretical framework proposed by Finkelstein et al. (2021), this presentation investigates the lived experiences of one inclusive classroom, delving into the complexities of inclusive practices in action. Adopting a qualitative single case study approach, the research addresses two central inquiries: 1) How do teachers foster an inclusive environment in the classroom? and 2) How do students perceive support within an inclusive classroom setting? Drawing upon data from classroom observations (n=45), semi-structured interviews with teachers (n=6) and pupils (n=18), and analysis of learning materials, the study unfolds within a diverse urban school in Brno, Czech Republic, committed to inclusive education principles. Through meticulous transcription and analysis using ATLAS.ti software, a structured coding process was employed, guided by key concepts and themes derived from the theoretical framework. Findings reveal nuanced variations in the understanding and implementation of inclusive practices among teachers and pupils compared to the theoretical ideals of inclusive education. While teachers demonstrate diverse approaches to inclusion, discrepancies exist in aligning these practices with the theoretical framework. Similarly, students' perceptions of support reflect a blend of positive experiences and areas for improvement, underscoring the complex interplay of classroom dynamics and individual learning preferences. The presentation emphasizes the imperative of fostering inclusive cultures and recommends ongoing professional development and collaborative efforts to create truly inclusive learning environments.
ER  -

JURČÍK, Miroslav; Jana OBROVSKÁ; Petr SVOJANOVSKÝ; Jana KRATOCHVÍLOVÁ a Jana NAVRÁTILOVÁ. Inclusive Practices in Action: A Close Look at One Classroom. In \textit{EARLI SIG 11 \&{} 13 Conference 2024, University of Oxford, UK}. 2024.

Přehled o publikaci