Samtal i en specialpedagogisk kontext

: En studie om speciallärares och specialpedagogers erfarenhet av pedagogiska samtal

Abstract

In connection with field studies within the framework of our training for special education teachers, we became aware of and interested in how special education teachers and special educators think about the conversations they lead or participate in through their profession. The purpose of this study is to examine the experience of special teachers and special educators in different types of pedagogical conversations in which they participate. Using the interviews method, we wanted to investigate the following questions: What is a pedagogical conversation according to the informants? Which terms or concepts do the informants use when talking about conversations? What qualities should a good conversation leader possess? What opportunities and obstacles are there for educational conversations? The theoretical approach we have chosen to include in our work is the socio-cultural theory. The analysis concepts we have chosen to focus on are the proximal development zone and mediation. In summary, the results show, among other things, that conversations have an important function for special education staff. This function is, for example, to create and maintain good relationships, but also to immerse oneself in and handle complex situations that may arise in a school context. It also shows what the participants in the study consider to be significant abilities that a qualified conversation leader should possess. One conclusion in this work is that the quality of the conversation is highly dependent on it being led by a professional actor with theoretical knowledge, experience and suitability.

Date of Award	2022-Jun
Original language	Swedish
Supervisor	Ann-Elise Persson (Supervisor), Helena Sjunnesson (Assessor) & Daniel Östlund (Examiner)