|PhD student at||Malmö University at the Graduate School: Special Education for Teacher Educators (SET)|
|Employed at||Malmö University|
|Title of research||Collaborative professional development for inclusive teaching. Practice-based classroom research|
|Abstract||This dissertation aims to contribute new knowledge about how professional development initiatives can contribute to inclusive teaching in the classroom regarding access to the teaching content. The work is based on the school’s need for improvement and therefore has a research approach with a strong connection to the development of teachers’ professional knowledge and subject needs (Christensson, [SOU] 2018: 19). The methodological approaches used in the empirical studies are based on two improvement science models: Improvement Science plan-do-study-act cycle (Langley et al., 2009; Lewis, 2015) and Lesson study (Lewis, 2000; Stigler & Hiebert, 1999). In their most general form, these models’ processes are structured, systematic and cyclical, and promote collaborative professional development to improve the quality of teaching and student learning. Three specified research questions have been designed and are framed in the dissertation’s four articles: 1. What are the characteristics of collaborative teaching-developing classroom research? 2. In what ways can collaborative professional development contribute to inclusive teaching development regarding teaching content? 3. What possible changes in attitudes and perceptions do teachers have who have participated in collaborative professional development to develop inclusive teaching? 4. What implications for teaching practice do the studies’ results contribute to increasing the teaching content’s availability for all students, specifical students in need of adaptations and/or special educational support?|
|Publications||Holmqvist, M. & Lelinge, B. (2020). Teachers’ collaborative professional development for inclusive education. European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, 1–17 10.1080/08856257.2020.1842974 |
Lelinge, B. & Svensson, C. (2020). Teachers’ awareness and understanding of students’ content knowledge of geometric shapes. Problem of Education in the 21st Century, 78(5), 1–22. 10.33225/pec/20.78.777
Lelinge, B. (submitted 2020, under review). Primary teachers’ experiences of a flipped classroom model for inclusive teaching of dance movements. Research in Dance Eduction.
Lelinge, B. & Alwall, J. (manuscript). (Working title) School improvement and collaborative professional development for inclusive education: a Swedish case study. Improving schools.
|Funding||This work was supported by the Swedish National Research School and Special Education for Teacher Educators (SET), funded by the Swedish Research Council (grant no. 2017-06039).|