.png){kind=icon}
.png){kind=icon}
Return
Positioning the teacher as consultant: Metaphorical understandings of special education consultation
.png){kind=icon}
OA
AI
T
A
DOI：10.1016/j.tate.2026.105510.png)
.png){kind=icon}
.png){kind=icon}
Share.png){kind=icon}
Save
Abstract
En 中文
Special education consultation aims to support class and subject teachers in meeting diverse learning needs in inclusive classrooms. It is one of the commonly used forms of teacher collaboration in schools. This qualitative study examines the meanings that special education teachers (SET) attribute to their consultative work through metaphorical expressions. The research data consisted of interviews with 16 Finnish SETs and were analysed using metaphor analysis. As a result, we identified seven metaphor categories that position consultative SETs in various roles: 1) a street-credible expert, 2) a social chameleon, 3) a peacemaker, 4) a team player, 5) an outspoken influencer, 6) a prisoner of circumstances, and 7) a miracle-worker. These metaphors portray special education consultation as interactionally demanding and context-dependent work, centred more on relationships than on the sharing of pedagogical content knowledge.
Keywords:
Special education teacher
Educational consultation
Metaphor analysis
Finland
AI Summary
Key information extracted from the uploaded paper, including a brief overview, abstract, background, key highlights, visual analysis, and future outlook.
Journal
IF:
3.9
Papers:
5.0K
Citations:
1.8W
Organization
Cited Papers