Vad är värdefull specialpedagogisk kunskap?
2006 (Swedish)Report (Other academic)
What knowledge is of value in Special Education? That is the title of this evaluation report focusing on a teacher education programme at Stockholm Institute of Education. What kind of knowledge is of importance? What is relevant to the academy and what are the requirements formed by the field of professional practice? The concept of “inclusion” is important in the Stockholm programme. The practitioners do not generally use this concept. In the field of professional practice there is a focus on individual pupils. The differences between “academic” knowledge and “professional practice” knowledge is analysed with reference to Plato and Aristotle and their different epistemologies. Other references are Crozier and Friedberg, Foucault, Gustavsen, Habermas, Kemmis, Lewin, Polanyi, Schön and Zeichner and Noffke. The author argues that "the gap" between theory and practice should be recognized as a point of departure for changing praxis in special education. Nine strategies for changing praxis are outlined.
Place, publisher, year, edition, pages
Lärarhögskolan i Stockholm. Institutionen för individ, omvärld och lärande. Stockholm , 2006. , 72 p.
, Individ, omvärld och lärande. Forskning, ISSN 1404-983X ; 32
Special education, praxis-related research, strategies for change
Pedagogy Philosophy Pedagogical Work
IdentifiersURN: urn:nbn:se:su:diva-15544ISBN: 91-89503-42-2OAI: oai:DiVA.org:su-15544DiVA: diva2:182064
The report is formed in collaboration with Helen Dagermalm and Sinikka Pisilä.2008-12-092008-12-09Bibliographically approved