hkr.sePublications
Change search
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
Handledningsbehov med förhinder.
Kristianstad University, School of Teacher Education.
Kristianstad University, School of Teacher Education.
2010 (Swedish)Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

The purpose of this study is that, based on expertise in special education tutoring, examine the degree of supervision demanded by teachers in primary schools. As a result of this study, we can see the views teachers have regarding guidance within the following issues: the demand for tutoring, the importance of conversation and reflection, and guidance from the specialist teacher.Since the study deals with phenomena of a qualitative nature, we use semi-structured interviews in the empirical part of trying to understand the informants' way of looking at the phenomenon we are investigating. The study included interviews with six teachers in the elementary school year’s 1-3. The results show that there are more opportunities than obstacles to mentoring. To have someone to go to for advice and support is an important part of the guidance. While there is ambiguity about what the meaning of mentoring is believed to be and who it is for. Special educator's role as mentors in schools varies widely and there is no doubt that the special educator serves many functions and is there for those children who are in need of extra support. The importance of conversation and reflection is considered important, while the lack of time seems to be an obvious factor governing teachers' daily lives in a negative way.

Place, publisher, year, edition, pages
2010. , 57 p.
Keyword [en]
supervision, special educational excellence, focused reflection, emotional maturity, school development
National Category
Social Sciences Pedagogy
Identifiers
URN: urn:nbn:se:hkr:diva-7661OAI: oai:DiVA.org:hkr-7661DiVA: diva2:391512
Uppsok
Social and Behavioural Science, Law
Supervisors
Examiners
Available from: 2011-02-14 Created: 2011-01-25 Last updated: 2011-02-14Bibliographically approved

Open Access in DiVA

fulltext(878 kB)211 downloads
File information
File name FULLTEXT01.pdfFile size 878 kBChecksum SHA-512
8120828fb6e4fa654748e942f184b5bac390ce9162b4983f800327a25d1b84edfbd751a4e864da511508b66318d879f0f2416a32d736ff492953587b69e4614a
Type fulltextMimetype application/pdf

By organisation
School of Teacher Education
Social SciencesPedagogy

Search outside of DiVA

GoogleGoogle Scholar
Total: 211 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Total: 133 hits
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