Ibland är det så mycket att det nästan är kränkande : En intervjustudie om lärares praktiska arbete med pedagogiska bedömningar

Sammanfattning

The aim of this study is to explore how teachers' practical work with pedagogical assessments in special schools appears. In order to answer the study, two scientific questions were proposed. How do teachers describe their work with pedagogical assessment and what should a pedagogical assessment contain? Twelve qualitative interviews have been conducted with teachers from eight different municipalities, all active at the primary special school. All the interviewed has taken part of pedagogical assessments earlier. After the interviews, the answers were transcribed, then themed - according to similarities and differences. The themes that emerged can be found as subheadings in the result of the study. The study´s result has been analysed using Wengers (1998) three dimensions of Communities of Practices. The three dimensions are mutual engagement, joint enterprise, and shared repertoire. The communities of Practice in this study are synonymous with the work team. The result of the study shows that teachers work with pedagogical assessment varies in both structure and implementation. The result shows that few teachers work practically with pedagogical assessment in their daily work. The most teachers use the IUP´s in their daily work and as a basis for lesson planning. The results also shows that a national template is in demand by teachers in their work with pedagogical assessments.