View Public Project: Reaching the Hard to Reach: Inclusive Responses to Diversity through Child-teacher Dialogue [PR189138]

Beginnjahr 2017 Abschlussjahr 2022

Institutionen

durchführende Institutionen finanzierende Institutionen

Personen

ProjektleiterInnen+Ansprechpersonen MitarbeiterInnen
Ländercode Dänemark, Großbritannien, Österreich, Portugal, Spanien Sprachcode Deutsch, Englisch
Schlagwörter DeutschLehrerausbildung, inklusive Bildung, Professionelles Handeln, Dialog, Integrationspädagogik
Abstrakt

This project aims to develop effective strategies for including all children in lessons, particularly those who are “hard to reach”, such as migrants, refugees and students with disabilities. It will achieve this through the use of a model of teacher professional development that emerged from the findings of an earlier study funded by the EU. The model combines a well-established approach to professional learning, known as ‘lesson study’, with an emphasis on listening to the views of students, which is a distinctive feature of the model. Most importantly, the model facilitates dialogue between children and teachers in order to develop inclusive responses to diversity.  

Recognising these needs and building on our previous research - which only involved secondary schools - the proposed project sets out to fill these gaps. The project objectives are to:

1.Respond to learner diversity in inclusive ways through the active participation of children;

2.Enhance the access, participation and learning performance of all children, ensuring that no child is marginalised;

3.Use a research-based model of teacher professional development that encourages dialogue between children and teachers;

4.Design new techniques for generating the views of younger children, including ways of involving them in carrying out research in their schools; and,

5.Measure the impact of using such approaches on teachers’ thinking and practices, and on students’ engagement (attitudes and behaviours)

There will be 10 partners (schools and universities) in 5 countries:  Austria, Denmark, England, Portugal and Spain.  In each country, a local university will collaborate with one primary school that will take on the role of the ‘hub’.  These schools will act as the local facilitator for the initiative, eventually creating a network of five primary schools. Working in close collaboration with the researchers, the hub schools will have a key role in taking the project forward. Students and staff and other key stakeholders will be actively involved in order to ensure that the project is relevant to varied school contexts. In these ways, the project will promote cooperation, peer learning and exchanges of experience at the European level.

The above objectives will be addressed using a three-cycle action research process. Specifically, the cycles are:  

1. Researchers will work closely with the headteachers and a trio of teachers in each of the hub schools in using the model.  Children will also be trained as researchers. 

2. The approach will be used in 5 more schools in each country, whilst at the same time expanded in the hub school, with systematic monitoring of the impact on teachers’ thinking and practices, and students’ engagement. 

3. The approach will be used extensively in the 30 participating schools and disseminated to all schools in each of the cities involved. 

Most importantly, the project will have direct impact on the practices of the participating schools.  This will have longer term benefits both for teachers and for students. Teachers that take part will change their future practices and embed the idea of students’ voices and lesson study in their practices.  Children’s participation will be increased through the process of the project, especially for those students that are hard to reach since they will be trained to take the role of researchers.   Overall, all students in the 30 participating schools, as well as in other organisations who will adopt the approaches via dissemination plans, will be empowered through such approaches and develop skills that are essential for active citizens, such as expressing their views more freely and having a say in decision-making. This will have longer term impacts in relation to the inclusion of all, but especially for those who are hard to reach.

Hauptkategorie(n)Sonderpädagogische Förderung (Themenfeld)
Verhalten und Persönlichkeit
Soziales Umfeld (Gesellschaft, Kultur, Sprache und Religion)
Lehren und Lernen (Prozesse und Methoden)
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