Mokytojų veiklos ir patirčių analizė sprendžiant emocijų ir elgesio sutrikimų turinčio mokinio problemas

Abstract

Straipsnyje analizuojami kokybinio tyrimo „Mokyklų patirtis, sunkumai ir pasiekimai, sprendžiant vaikų, turinčių emocijų ir elgesio sutrikimų, problemas“ duomenys. Siekiant išsiaiškinti mokytojų, ugdančių emocijų ir elgesio problemų turinčius mokinius, reprezentacijas apie savo ir ugdymo(-si) proceso dalyvių (mokinio, jo šeimos, klasės draugų, kolegų) veiklą bei patirtis veiklos kontekste, sudarytas pusiau struktūruoto interviu modelis, susidedantis iš keturių kompleksinių klausimų, apimančių planavimą, veiklą, stebėjimą ir refleksiją. Tyrimo duomenys apdoroti turinio (content) analizės metodu

The article presents research, the importance of which is based on the complex need to reveal how the modern constructivist theoretical approach, legal base and teachers' activities match in everyday situations while educating a student with EBD in a mainstream school. Problem questions: what activities do teachers develop in solving the problems of a student with EBD? What real educational and problem solution experiences and challenges do teachers experience? How do they plan, implement, observe and reflect upon their activities? What interactions do they construe with EBD students, their parents and colleagues while initiating changes in the educational process? Research subject is teachers' activities and experiences in solving problems of EBD children. Research aim is to describe the activities and experiences of a teacher dealing with an EBD student. Research methods: analysis of research literature, semistructured interview, including some deep interview elements, content analysis. In order to find out representations of activities and experiences of teachers working with EBD students and other participants of educational process (student's, family, classmates, colleagues) in the context of those activities, a model of a semi-structured interview was designed consisting of 4 complex questions, involving planning, activities, observation and reflection.[...]