How skilled teachers enable success in their teaching with respect to inclusion and knowledge development: A qualitative study based on teachers? experiences of successful teaching

Mikael Segolsson () and Åsa Hirsh ()
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Mikael Segolsson: Jönköping University
Åsa Hirsh: Jönköping University

International Journal of Teaching and Education, 2019, vol. 7, issue 2, 35-52

Abstract: The study answers the following question: What teaching practices do skilled teachers report as being key to enabling successful teaching with respect to inclusion and knowledge development? The participants in this study where 20 teachers, from 10 Swedish municipalities, who taught 16 to 18 year-old students. The study is based on interviews with (recognised) skilled teachers who possess the ability to include all of their students in everyday teaching practices in such a way that students are motivated to engage in knowledge development, based on their unique abilities. All of the participating teachers are in agreement that good knowledge of the subject being taught is foundational to such teaching, but other abilities are needed if teaching is to be successful. Based on phenomenological theory, this study identifies six themes which complement ?good knowledge of the subject?. The themes relevant to teaching success are: (i) the active and systematic creation of relationships; (ii) demonstration that the teacher wants to be with the student, here and now; (iii) a continual striving to become a better teacher and demonstration of the same; (iv) a sharing of responsibility for learning with the students; (v) the creation of learning opportunities; (vi) the establishment of trust and a sense of security.

Keywords: Skilled teachers; successful teaching; teaching actions; teaching actions; phenomenology; inclusion; knowledge development (search for similar items in EconPapers)
JEL-codes: I21 I29 (search for similar items in EconPapers)
Date: 2019
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Persistent link: https://EconPapers.repec.org/RePEc:sek:jijote:v:7:y:2019:i:2:p:35-52

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