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Skolutveckling ur flera perspektiv: en studie om hur specialpedagoger i förskolan definierar och arbetar med skolutveckling
Kristianstad University, Faculty of Education.
Kristianstad University, Faculty of Education.
2019 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesisAlternative title
School improvement from several perspectives : a study on how special educators in the preschool defines and work with school improvement (English)
Abstract [en]

This study focuses on the area of ​​special education with the concept of school improvement in focus. The purpose of the study is to investigate how the concept of school improvement is interpreted and how school improvement is carried out by special educators in preschool. This area has been chosen because there are several different views on how the special educator should work in his/her role. The study has been conducted with semi-structured interviews with a selection group consisting of six special educators who consider themselves working with school improvement. All the special educators who are part of the study work in the preschool. The collected material has been processed based on a hermeneutic approach and the result has then been interpreted from a special educational perspective and with the help of system theory and professional theory. The result shows that the concept of school improvement is not a given concept for all special educators in the study to use without other words that activities development occurs. The common view of school improvement is that there are ongoing processes that generate improvement and quality for the preschool. Almost all respondents consider themselves to have a high mandate to work with school improvement. Respondents link their mandate to the preschool manager. Here, three success factors make themselves visible, the preschool manager's knowledge of the role, the former educator's previous knowledge and experience, and that the special educator her/himself is clear about the role. The special educators believe that supervision, lectures, inspiration days, training sessions, interview leaders in collegial and systematic quality work are examples of ways to lead or participate in school improvement. The result also shows that there is no clear boundary between the proactive and reactive work. Reactive initiatives can work proactively for the preschool over a long-term perspective.

Place, publisher, year, edition, pages
2019. , p. 48
Keywords [en]
Preschool, Proactive, School improvement, Special education, Special educator
Keywords [sv]
Förskola, Proaktiv, Skolutveckling, Specialpedagog, Specialpedagogik
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:hkr:diva-19454OAI: oai:DiVA.org:hkr-19454DiVA, id: diva2:1327386
Subject / course
Education
Educational program
Special Education Programme
Supervisors
Examiners
Available from: 2019-06-19 Created: 2019-06-19 Last updated: 2019-06-19Bibliographically approved

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Björk, VeronikaLindberg, Anna
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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf