Teachers in Danish special school - motivation in developing goal-oriented assessment En intervjustudie om motivation av målstyrd undervisning i den danska specialskolan

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Teachers in Danish special school - motivation in developing goal-oriented assessment En intervjustudie om motivation av målstyrd undervisning i den danska specialskolan

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Publication 2-year master student thesis
Title Teachers in Danish special school - motivation in developing goal-oriented assessment En intervjustudie om motivation av målstyrd undervisning i den danska specialskolan
Author(s) Ejersbo Kilander, Gustav
Date 2016
English abstract
This study is based on the critical pragmatism, which means that there is a conflict between at least two parts, in this case, the decision-makers and special needs teachers. The starting point of conflict is the implementation work of goal-oriented assessment, where the decision-makers has taken the decision that the Danish school shall implement goal-oriented assessment. The purpose of this study is to examine the six special teachers and school leaders experience and what motivates those in the implementation of goal oriented education. In order to examine the respondents' perception four individual interviews and a group interview was made. The interviews have been based on an open interview guide. Based on the critical pragmatism, the study focused on the concepts of power and deliberative communication. Power concepts is based on how decision makers used the power to decide that the goal-oriented assessment concept should be implemented. The deliberative communication based on this study examines respondents' experience gives the decision-makers the opportunity to take part of the response and use it in the development of goal-oriented assessment. The result of the study's empirical study, analysis, and discussion indicates that the majority of respondents are in favour of goal-oriented assessment, but that the implementation work has not focused on the special school. Teachers in special school needs time to implement and to break down goals in order to be able to create a customized targeted instruction for students with disabilities. Teachers in special school need education that focus on the special school’s development. One solution would be to create forums where special schools meet to develop the individual schools, classes and students. In order to justify teachers with postgraduate diploma in special needs training, it is important to begin in their practical work, by listening to and developing the change process together, which I interpret as deliberative communication. This study is important for decision makers so that they continue to work for changes and a positive development for goal-oriented assessment in the Danish special schools.
Publisher Malmö högskola/Lärande och samhälle
Pages 56
Language swe (iso)
Subject(s) change management, motivation, goal-oriented assessment, special education, Special needs teachers, school management
Handle http://hdl.handle.net/2043/21435 (link to this page)

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