Undervisning i praktiken : En observationsstudie av lärares undervisningshandlingar och elevers respons i anpassad grundskola

Sammanfattning

This study aims to contribute knowledge about how teaching in adapted compulsory school is shaped through the interaction between special education teachers’ instructional actions and students’ responses in classroom situations. The study is grounded in a sociocultural perspective with a multimodal and design-theoretical orientation, where teaching is understood as a situated, relational, and multimodal practice.The study was conducted as a qualitative field study based on non-participant observations of two special education teachers and two students in adapted compulsory school with a subject-oriented curriculum. The empirical material consisted of field notes from approximately 7.5 hours of observations. The analysis was informed by a hermeneutic approach and conducted as a theoretical thematic analysis.The findings indicate that teaching in adapted compulsory school is largely sustained through teachers’ continuous multimodal work to create and maintain opportunities for student participation. Participation emerges as relational, situated, and changeable, shaped through the interaction between student, teacher, and teaching situation. Micro-actions such as gaze, bodily orientation, and the direction of attention appear significant for how participation is established, maintained, and regained in teaching. Adaptation emerges not primarily as predefined support strategies, but as an ongoing and situated didactic process in which teaching is continuously reshaped in response to students’ needs and responses in the moment.The study contributes practice-near knowledge about how teaching in adapted compulsory school is shaped through continuous multimodal and relational micro-actions in everyday classroom practice. The findings also contribute to concretizing what is often described in Swedish educational practice as fingertoppskänsla, a form of situated professional judgement, by highlighting special educational competence as a professional ability to regulate and sustain students’ opportunities for participation in real time within changing teaching situations.