The role of qualification and experience in Greek Parallel Support: Teachers’ personal views A qualitative study
Abstract
Aim: This study attempts to identify notable differences in the implementation of
Parallel Support (PS), given different levels of qualification and experience of
teachers providing it. The wider aim is to explore those teaching attributes that
may be most clearly associated with successful PS practices, by collecting and
analyzing the perceptions of eight teachers with various types of qualification in
special education, who are presently working or have worked in the PS
provision.
Theory: This study adapts to Bandura‘s social cognitive theory, which refers to both self efficacy and teaching efficacy, in the context of modeling how teachers help
individual learners to learn. By referring to Bandura‘s self-efficacy attribute,
there is an effort to connect it with the results that address to whether a teacher
of PS feels confident that his/her abilities are enough to influence the
performance of his/her job. By following Bandura‘s teaching efficacy attribute,
there is an effort to attach the accounts given by the sample to their academic
self-image that comes forward in their own accounts, too.
Method: This study follows the qualitative path, as the character of the qualitative
research designs, through the semi structured interviews and the storytelling,
define and develop an approach to the research questions. In addition, thematic
analysis and coding are used in order to analyze the data.
Results: It emerged those PS teachers who have a Bachelor degree or a Master‘s in
special education feel more sufficient to respond to the needs of the provision.
The rest of the participants question their qualifications when it comes to special
education, but all eight of them agree that experience and the adequate need
for extra qualification on the field can help, up to a degree, any teacher to
respond to a demanding provision like Parallel Support
Degree
Student Essay
Collections
View/ Open
Date
2022-01-27Author
Lioliou, Adamantia Lamprini
Keywords
parallel Support
teachers‘ perspective
teachers‘ qualifications
special education
experience
Series/Report no.
Master
VT21 IPS PDA184
Language
eng