Hafdís Guđjónsdóttir and Sólveig Karvelsdóttir
Hafdis Gudjonsdottir and Janina Vala Kristinsdottir
Mary C. Dalmau and Hafdís Guðjónsdóttir
Framing Professional Learning in Education through Self-Study
Edited by Mary C. Dalmau, Hafdís Guðjónsdóttir and Deborah Tidwell
Hafdís Guðjónsdóttir, Edda Óskarsdóttir and Jóhanna Karlsdóttir
This research is a narrative inquiry, conducted in collaboration between three researchers and six school teachers who were purposefully chosen to participate. Data was collected through reiterated cycles of note taking, photographing, videotaping, reflective discussions, and four focus group discussions. The purpose of the study was to collect examples of innovative teaching in order to promote the construction of inclusive pedagogy and education for all in inclusive environments. The aim was to learn how teachers organize their subject teaching in diverse and inclusive classrooms. The findings indicate that teachers’ beliefs and openness towards diverse pupils are important for supporting learning for all pupils. Further, the findings give an insight into an inclusive pedagogy that teachers have created.