Teachers' narratives surrounding challenging behaviour in inclusive classroom settings : research project report.
Degree GrantorUniversity of Canterbury
Degree NameMaster of Teaching and Learning
Special education has undergone significant restructuring in New Zealand in recent years and the majority of students presenting with challenging behaviour are now in inclusive educational settings. This study investigates how teachers use narrative to make sense of challenging behaviours in their professional lives; in doing so it focuses attention on the importance of listening to teachers' voice. I argue that key episodes and epiphanal experiences inform teachers' practice when working with challenging behaviour and that narrative inquiry and the illumination of life expenences, encourages a sense of interconnectedness, through the sharing of stories.