Ordning och studiero i klassrumme
En studie om lärares och specialpedagogers uppfattningar om arbetet
Teachers and special education teachers play a vital role in the creation of a study environment that fosters productivity in students. The current study aims to further expand the knowledge regarding teacher?s perception of common work with developing an optimal study environment within the classroom and the educational institution. In order to achieve this, qualitative interviews have been performed and study results analyzed according Nilholm´s model of the three different perspectives on special education: The critical perspective, the compensatory perspective and the dilemma perspective.The study results show that the concept of order and study environment is not clearly defined among the interviewees. However, the concept appears to presuppose the teacher?s responsibility to create the sense of security and effective study environment to those students who express the wish to educate themselves (Children make the things right only if they have been shown the correct way to do it). The same rule is applied in differentiating desirable behavioral traits in students from those which are undesirable and unapproved. Moreover, teacher?s role in the establishment of order and productive study environment possesses decisive impact on the educational goal achievement in the students. Thus, the teacher has to be skilled in nurturing the sense of secure and creating the feed-back responsive relations with students as well as setting high expectations and taking initiative into leading and influencing students. In addition, this study emphasizes importance of an adequate and a well designed education for teachers enabling them to mange and resolve conflict situations to which they are exposed on daily basis, as well as to equip them with necessary forms, strategies methods and tools in order to achieve this goal. According to the study results the manual-driven methods appear to be the most successful and structured in achieving order and productive study environment, however they also proved to be more excluding than including for the students. Interaction and a dialogue between school principal and individual teachers in the practical realization of education is also an important segment in achieving this goal. Finally, this study did not observe any difference in working assignments between student chancellor and special education teacher in creating order and productive study environment.In summary this study shows that teachers and special education teachers have a decisive role in creating optimal study environment, as well as setting norms and differences between desired and approved behavioral traits in students. Moreover, adequate and well-designed education of teachers is a most important prerequisite to achieve this goal