VLACHOU, Anastasia/DIDASKALOU, Eleni/KONTOFRYOU, Maria
Qualification Affiliation:
1/2/3/Department of Special Education/UNIVERSITY OF THESSALY (Volos, Grèce)
ISBN / ISSN:
ISSN 0885-6257
Année de publication:
2015
Date de publication:
01/01/2015
Résumé:
Recent inclusive policy directives and advice offered to schools strongly recommend special/support teachers to expand their role and extend their duties. In light of this, we investigated how Greek secondary special/support teachers perceive and experience their role, work profile and the challenges they encounter. Qualitative analysis revealed that participants perceived their role as multidimensional, but focused on its reactive rather than proactive aspect. Role ambiguity, confusing expectations, lack of collaboration and the devalued position within the teaching staff of the school were some of the complexities reported. The findings are discussed in terms of their implications for advancing teachers' professional development and promoting inclusive practices within secondary education schools. [Résumé d'auteur]