大多数国家面临着重建其教育系统以确保在包容性环境中为所有儿童提供公平的优质教育的挑战。这一挑战在爱沙尼亚也很重要,本研究的背景。学校团队长期在职培训课程(校领导,支持专家,和教师)在爱沙尼亚开发和实施。培训课程的主要目标是培养态度,技能,以及学校工作人员对包容性教育(IE)的概念和含义以及通过包容性学校发展战略有效实施的知识。本研究的目的是找出学校团队的在职培训课程如何影响学校一级实施IE的全系统变化,以及影响因素。使用了有目的的抽样(两所学校),并选择了定性的主题案例研究方法来寻找研究问题的答案。数据来自学校政策文件,培训课程的家庭作业,在培训课程的中间和结束时进行半结构化面试,培训课程结束时的开放式问卷,研究员日记结果表明,学校团队的在职培训课程增强了学校层面的文化和结构变化。这些变化受到领导等因素的影响,合作,承诺,以及不同政党的贡献,全系统方法,资源,和外部专业知识。本文进一步讨论了这些发现的含义。
Most countries face the challenge of reconstructing their education systems to ensure equitable quality education for all children in inclusive settings. This challenge is also relevant in Estonia, the context of this study. A long-term in-service training course for school teams (school leaders, support specialists, and teachers) was developed and implemented in Estonia. The main goal of the training course was to develop attitudes, skills, and knowledge of school staff about the concept and meaning of inclusive education (IE) and the effective implementation through inclusive school development strategies. The aim of the current study was to find out how the in-service training course for school teams influences system-wide changes in the implementation of IE at the school level and what factors affect it. Purposeful sampling (two schools) was used, and the qualitative thematic
case study research method was chosen to find answers to the research questions. Data were collected from school policy documents, homework assignments of the training course, semi-structured interviews in the middle and at the end of the training course, open-ended questionnaires at the end of the training course, and researcher diary. The results showed that the in-service training course for school teams enhanced cultural and structural changes at the school level. These changes were influenced by factors such as leadership, collaboration, commitment, and contribution of different parties, system-wide approach, resources, and external expertise. The implications of these findings are discussed further in the paper.