Tímarit um menntarannsóknir - 01.06.2012, Blaðsíða 147

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Skóli án aðgreiningar og kennaramenntun
markvisst hafi verið unnið að því að búa
kennaranema undir það að starfa í skóla
án aðgreiningar þó að kveðið sé á um að
íslensk menntastefna byggist á þeim hug-
myndum. Nauðsynlegt er að skoða mögu-
leika starfandi kennara á að styrkja hæfni
sína í því sem snertir skóla án aðgreiningar
og þá þarf að skoða framhaldsnám sem er
í boði og námskeið. Jón Torfi Jónasson, for-
seti Menntavísindasviðs HÍ, leggur ríka
áherslu á að sjónarhorn á kennaramennt-
un megi ekki vera of þröngt með því að
miða eingöngu við grunnmenntun kenn-
ara. Hann segir í þessu samhengi: „Líta
verður á allan starfsferil kennara og allt
litróf menntunar og skólastarfs“ (Jón Torfi
Jónasson, 2012, bls. 25–26). Þess vegna
er mikilvægt að samhliða því að styrkja
grunnnámið verði innleidd sú stefna að
kennarar fái stuðning til starfsþróunar
þannig að þeir verði hæfir til að mæta ólík-
um þörfum allra nemenda í skólastofunni.
The purpose of this research was to inves-
tigate inclusive education in Initial Teach-
er Education (ITE) at the School of Educa-
tion University of Iceland. The goal was to
gain insight into the opportunities student
teachers have to strengthen their compe-
tencies to teach in an inclusive school. This
paper is a report on the opportunities stu-
dent teachers had to prepare themselves
to work in inclusive settings and gives ex-
amples of what was offered at the ITE for
student teachers to prepare them to work
in inclusive schools as well as information
onthe content of courses that was investi-
gated on the ITE at the School of Educa-
tion. The research was conducted on the
three year Bed offered for teacher educa-
tion in 2009–2011. The program doesn’t
exist anymore and the last students to
graduate from the program did so in the
year 2011. The teacher education program
has been extended from three to five years
and the first students to graduate from the
new program will do so in 2014.
Qualitative research methodology was
used to investigate the study guide/cur-
riculum of the School of Education at the
University of Iceland for the academic
years 2009–2011. Data included document
analysis of the 200 courses offered for ITE,
and an open questionnaire was sent to all
teachers at the School of Education gar-
nered 23 respondents. Competent teach-
ers with abilities to meet all pupils’ needs
form a critical element of this process. The
areas of competence should be developed
during Initial Teacher Education (ITE) and
used as a foundation for later professional
development. The areas of competence
that guided the work were:
Abstract
Teacher Education for Inclusion