Zadovoljevanje potreb učencev s posebnimi učnimi težavami pri poučevanju jezika na daljavo in v živo: prepričanja in prakse učiteljev
Povzetek
Na podlagi teorij izkustvenih skupnosti in socialnega kognitivnega učenja ta članek raziskuje prepričanja, znanje in prakse učiteljev jezikov v povezavi z zagotavljanjem visokokakovostnega izobraževanja učencem s specifičnimi učnimi težavami v različnih izobraževalnih okoljih po vsem svetu. Vzorec podatkov za ta članek obsega kvalitativne podatke (videoposnetke intervjujev in didaktična gradiva), zbrane pri šestih učiteljev, ki delajo v različnih izobraževalnih okoljih (osnovna, srednja, višja in visoka šola) na več zemljepisnih območjih (Evropa, Bližnji vzhod in jugovzhodna Azija). Pri tem je bila uporabljena tematska analiza podatkov. Ugotovitve kažejo, da se učitelji ne glede na izobraževalno okolje še naprej spoprijemajo z izzivi pri izobraževanju učencev, dijakov in študentov s posebnimi učnimi težavami. Omejene možnosti za pridobitev specializiranega usposabljanja na tem področju je več učiteljev opredelilo kot enega ključnih dejavnikov, ki vplivajo na kakovost njihove prakse. Sprememba načina poučevanja iz dela v živo v spletno izvedbo ni vedno negativno vplivala na kakovost izobraževanja za učence, dijake in študente s specifičnimi učnimi težavami. S tehnologijo podprto spletno izvajanje lekcij je bilo ocenjeno kot koristno za učence, dijake in študente z nekaterimi vrstami učnih težav. Ugotovitve tega članka lahko koristijo učiteljem praktikom in izobraževalcem učiteljev, ki jih zanima izboljšanje kakovosti jezikovnega izobraževanja za učence, dijake in študente s specifičnimi učnimi težavami.
Prenosi
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