Finnish and Russian teachers supporting the development of social skills. Issue 4 (7th August 2016)

• Record Type: Journal Article
• Authors: Väyrynen, Sai; Kesälahti, Essi; Pynninen, Tanja; Siivola, Jenny; Flotskaya, Natalia; Bulanova, Svetlana; Volskaya, Olga; Usova, Zoya; Kuzmicheva, Tatyana; Afonkina, Yulia
• Is Part Of: European journal of teacher education. Volume 39:Issue 4(2016)
• Page Start: 437
• Page End: 451
• Publication Date: 2016-08-07
• Subjects: Social skills -- social competence -- inclusive pedagogy -- teacher–student interaction; Teachers -- Training of -- Europe -- Periodicals; 370.71094
• DOI: 10.1080/02619768.2016.1216543
• Languages: English
• ISSNs: 0261-9768

Abstract

Abstract: We argue that a key aspect of inclusive pedagogy is the interaction between the learners, their teachers and the environment. For effective interaction, learners need to develop social competence. This study explores how teachers support the development of the key social skills in schools in Finland and in Russia. The data were collected by questionnaires and observations, and analysed by theory-guided content analysis. While all teachers supported the development of social skills, their pedagogical choices reflected their personal interaction style. The teachers who favoured informal interactions engaged in real-life situations with learners, whereas those favouring formal interactions chose separate activities for practising social skills. The study highlights aspects that deserve more attention in developing teacher education programmes for inclusion.