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Obstacles and Challenges in Gaining Knowledge for Constructing Inclusive Educational Practice: Teachers’ Perspectives

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Pedagogies of Educational Transitions

Abstract

In this chapter we explore teachers’ perceptions of children’s diversity in different educational settings. Using interviews with teachers from Swedish preschools, preschool classes and the first grade in primary school, we aim to study transitions in school from the perspectives of several actors. The theoretical framework we employ is influenced by an ecological approach to understanding children’s needs in educational transitions. The teachers’ reflections on these three transitions emphasised the importance of context when responding to children’s needs. The teachers also described transitions as dynamic processes in which factors and conditions at different levels interact.

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Authors and Affiliations

  1. Mälardalen University, Västerås, Sweden

    Tina Hellblom-Thibblin, Gunilla Sandberg & Anders Garpelin

Authors
  1. Tina Hellblom-Thibblin
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  2. Gunilla Sandberg
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  3. Anders Garpelin
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Corresponding author

Correspondence to Tina Hellblom-Thibblin .

Editor information

Editors and Affiliations

  1. University of Waikato, Hamilton, New Zealand

    Nadine Ballam

  2. Research Institute for Professional Practice, Learning and Education (RIPPLE), Charles Sturt University, Albury, New South Wales, Australia

    Bob Perry

  3. Mälardalen University, Västerås, Sweden

    Anders Garpelin

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Hellblom-Thibblin, T., Sandberg, G., Garpelin, A. (2017). Obstacles and Challenges in Gaining Knowledge for Constructing Inclusive Educational Practice: Teachers’ Perspectives. In: Ballam, N., Perry, B., Garpelin, A. (eds) Pedagogies of Educational Transitions . International Perspectives on Early Childhood Education and Development, vol 16. Springer, Cham. https://doi.org/10.1007/978-3-319-43118-5_4

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  • DOI: https://doi.org/10.1007/978-3-319-43118-5_4

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-43116-1

  • Online ISBN: 978-3-319-43118-5

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