Pub Date : 2020-06-12DOI: 10.1177/0888406420925014
Ayse Tunc-Paftali, Elif Tekin‐Iftar
In this study, researchers examine the impact of e-coaching (including a web-based professional development [PD] portal consisting of a learning module, self-monitoring, and video feedback) on preschool teachers’ use of a simultaneous prompting (SP) procedure and the effects of SP on teaching discrete skills to their students with autism spectrum disorder (ASD). The researchers also examine maintenance and generalization effects on teachers’ and students’ behaviors. Moreover, researchers investigate the social validity of the study. They use nested multiple probe designs across four preschool teacher and student dyads to evaluate the effects of the e-coaching intervention and the SP procedure, respectively, on teachers’ and students’ behaviors. E-coaching was effective in the acquisition, maintenance, and generalization of preschool teachers’ use of the SP procedure, and the SP procedure was effective in teaching discrete skills to students with ASD. Teachers had positive opinions about e-coaching and the SP procedure. Limitations and implications for future research are discussed.
{"title":"E-coaching Preschool Teachers to Use Simultaneous Prompting to Teach Children With Autism Spectrum Disorder","authors":"Ayse Tunc-Paftali, Elif Tekin‐Iftar","doi":"10.1177/0888406420925014","DOIUrl":"https://doi.org/10.1177/0888406420925014","url":null,"abstract":"In this study, researchers examine the impact of e-coaching (including a web-based professional development [PD] portal consisting of a learning module, self-monitoring, and video feedback) on preschool teachers’ use of a simultaneous prompting (SP) procedure and the effects of SP on teaching discrete skills to their students with autism spectrum disorder (ASD). The researchers also examine maintenance and generalization effects on teachers’ and students’ behaviors. Moreover, researchers investigate the social validity of the study. They use nested multiple probe designs across four preschool teacher and student dyads to evaluate the effects of the e-coaching intervention and the SP procedure, respectively, on teachers’ and students’ behaviors. E-coaching was effective in the acquisition, maintenance, and generalization of preschool teachers’ use of the SP procedure, and the SP procedure was effective in teaching discrete skills to students with ASD. Teachers had positive opinions about e-coaching and the SP procedure. Limitations and implications for future research are discussed.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"44 1","pages":"255 - 273"},"PeriodicalIF":2.9,"publicationDate":"2020-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406420925014","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45281129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-05DOI: 10.1177/0888406420926976
Lingyu Li, Andrea Ruppar
Teachers can and should play a powerful active role in promoting societal inclusion and equity for all learners. There is an emerging interest among teacher education scholars in teacher agency and its importance; however, a theoretical and empirical understanding of teacher agency remains elusive. The purposes of this systematic review are to synthesize existing theories of teacher agency and summarize factors enhancing or constraining teacher agency for inclusive education. Implications for teacher education, professional development, and future studies were discussed. The electronic databases Academic Search Premier, Education Research Complete, ERIC, and PsycINFO were systematically searched for articles published until January 2019. Nine empirical studies were identified to inform the three-dimensional (i.e., iterational, practical-evaluative, projective) and temporal-relational nature of teacher agency, with inclusive teacher identity, professional competence, inclusive professional philosophy, autonomy, and reflexivity as its five core aspects.
教师能够而且应该在促进所有学习者的社会包容和公平方面发挥强有力的积极作用。教师代理及其重要性在教师教育学者中越来越受到关注;然而，对教师代理的理论和实证理解仍然难以捉摸。本文旨在综合现有的教师代理理论，总结出促进或制约全纳教育教师代理的因素。对教师教育、专业发展和未来研究的启示进行了讨论。在电子数据库Academic Search Premier、Education Research Complete、ERIC和PsycINFO中系统检索了截至2019年1月发表的文章。九项实证研究以包容性教师身份、专业能力、包容性专业理念、自主性和反身性为核心，揭示了教师能动性的三维(即国际性、实践性-评价性、投射性)和时间-关系性。
{"title":"Conceptualizing Teacher Agency for Inclusive Education: A Systematic and International Review","authors":"Lingyu Li, Andrea Ruppar","doi":"10.1177/0888406420926976","DOIUrl":"https://doi.org/10.1177/0888406420926976","url":null,"abstract":"Teachers can and should play a powerful active role in promoting societal inclusion and equity for all learners. There is an emerging interest among teacher education scholars in teacher agency and its importance; however, a theoretical and empirical understanding of teacher agency remains elusive. The purposes of this systematic review are to synthesize existing theories of teacher agency and summarize factors enhancing or constraining teacher agency for inclusive education. Implications for teacher education, professional development, and future studies were discussed. The electronic databases Academic Search Premier, Education Research Complete, ERIC, and PsycINFO were systematically searched for articles published until January 2019. Nine empirical studies were identified to inform the three-dimensional (i.e., iterational, practical-evaluative, projective) and temporal-relational nature of teacher agency, with inclusive teacher identity, professional competence, inclusive professional philosophy, autonomy, and reflexivity as its five core aspects.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"44 1","pages":"42 - 59"},"PeriodicalIF":2.9,"publicationDate":"2020-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406420926976","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42426789","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-01DOI: 10.1177/0888406420923769
Matthew E. Brock, Mary A Barczak, Scott A. Dueker
Paraprofessionals are often tasked with providing instruction to students with severe disabilities despite little or no training in evidence-based practices. Previous studies have demonstrated that specific strategies (i.e., didactic instruction, modeling, and immediate performance feedback) in a 1-to-1 format can enable paraprofessionals to implement practices with fidelity; however, training all paraprofessionals exclusively in a 1-to-1 format with immediate feedback is not feasible. We tested two modifications to improve feasibility: delivery in a group and delayed performance feedback from video recordings. We randomized 17 paraprofessionals to a control condition or group training condition focused on simultaneous and least-to-most prompting. Paraprofessionals in the training condition implemented the prompting strategies with better adherence to steps (d = 0.91 and d = 1.56), better implementation quality (d = 0.60), and their students made more progress (d = 0.29). These findings provide evidence that effective coaching strategies can be utilized in a group context.
{"title":"A Randomized Evaluation of Group Training for Paraprofessionals to Implement Systematic Instruction Strategies With Students With Severe Disabilities","authors":"Matthew E. Brock, Mary A Barczak, Scott A. Dueker","doi":"10.1177/0888406420923769","DOIUrl":"https://doi.org/10.1177/0888406420923769","url":null,"abstract":"Paraprofessionals are often tasked with providing instruction to students with severe disabilities despite little or no training in evidence-based practices. Previous studies have demonstrated that specific strategies (i.e., didactic instruction, modeling, and immediate performance feedback) in a 1-to-1 format can enable paraprofessionals to implement practices with fidelity; however, training all paraprofessionals exclusively in a 1-to-1 format with immediate feedback is not feasible. We tested two modifications to improve feasibility: delivery in a group and delayed performance feedback from video recordings. We randomized 17 paraprofessionals to a control condition or group training condition focused on simultaneous and least-to-most prompting. Paraprofessionals in the training condition implemented the prompting strategies with better adherence to steps (d = 0.91 and d = 1.56), better implementation quality (d = 0.60), and their students made more progress (d = 0.29). These findings provide evidence that effective coaching strategies can be utilized in a group context.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"44 1","pages":"206 - 220"},"PeriodicalIF":2.9,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406420923769","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49527577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-22DOI: 10.1177/0888406420921582
Jennifer A. Kurth, Heather Allcock, V. Walker, A. Olson, Deborah J. Taub
Teacher preparation for inclusive education of students with significant disabilities requires an understanding of the requisite skills and dispositions to be taught during the teacher preparation period. Given the relative scarcity of inclusive placements for this population, as well as limited research-based teacher preparation practices to promote inclusive education, a Delphi study was completed to query expert faculty on the priority skills and activities used in teacher preparation. Consensus emerged through the Delphi study over three rounds of surveys to faculty, centering on essential skills of special education teachers, practices used by faculty to teach and evaluate these skills, and conditions that support and constrain teacher development of these essential skills. Although faculty largely supported research-based practices, new areas emerged, including teacher leadership skills. Implications for research and practice are included.
{"title":"Faculty Perceptions of Expertise for Inclusive Education for Students With Significant Disabilities","authors":"Jennifer A. Kurth, Heather Allcock, V. Walker, A. Olson, Deborah J. Taub","doi":"10.1177/0888406420921582","DOIUrl":"https://doi.org/10.1177/0888406420921582","url":null,"abstract":"Teacher preparation for inclusive education of students with significant disabilities requires an understanding of the requisite skills and dispositions to be taught during the teacher preparation period. Given the relative scarcity of inclusive placements for this population, as well as limited research-based teacher preparation practices to promote inclusive education, a Delphi study was completed to query expert faculty on the priority skills and activities used in teacher preparation. Consensus emerged through the Delphi study over three rounds of surveys to faculty, centering on essential skills of special education teachers, practices used by faculty to teach and evaluate these skills, and conditions that support and constrain teacher development of these essential skills. Although faculty largely supported research-based practices, new areas emerged, including teacher leadership skills. Implications for research and practice are included.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"44 1","pages":"117 - 133"},"PeriodicalIF":2.9,"publicationDate":"2020-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406420921582","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44467914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-14DOI: 10.1177/0888406420916829
Sarah J. Watt, Sarah J. Conoyer, J. Ford, A. Foegen, Georgia Luckey
Thirty-seven preservice teachers engaged in a self-regulated learning experience proposed to increase their algebra content knowledge and to examine their use of data to make instructional decisions. Using weekly algebra curriculum-based measures, preservice special education teachers set learning goals and objectives, individually selected and adjusted weekly learning activities, and self-monitored and graphed their progress. A mixed-methods approach identified that all participants significantly increased in their algebra content knowledge, but the decision-making approaches among students varied greatly.
{"title":"Raising the Power of Curriculum-Based Measurement Tools in Preservice Training","authors":"Sarah J. Watt, Sarah J. Conoyer, J. Ford, A. Foegen, Georgia Luckey","doi":"10.1177/0888406420916829","DOIUrl":"https://doi.org/10.1177/0888406420916829","url":null,"abstract":"Thirty-seven preservice teachers engaged in a self-regulated learning experience proposed to increase their algebra content knowledge and to examine their use of data to make instructional decisions. Using weekly algebra curriculum-based measures, preservice special education teachers set learning goals and objectives, individually selected and adjusted weekly learning activities, and self-monitored and graphed their progress. A mixed-methods approach identified that all participants significantly increased in their algebra content knowledge, but the decision-making approaches among students varied greatly.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"44 1","pages":"78 - 92"},"PeriodicalIF":2.9,"publicationDate":"2020-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406420916829","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49117927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-01DOI: 10.1177/0888406419850894
Joyce Gomez-Najarro
Response to Intervention (RTI) may create an opportunity for equitable approaches to special education evaluation, in part, through collaboration among general and special education teachers, who can combine their areas of expertise to better understand how to serve students’ unique academic needs, particularly in underresourced schools serving diverse learners. Historically ineffective attempts to improve collaboration between general and special education, however, may pose challenges to effective RTI implementation. In this study, the author uses Cultural-Historical Activity Theory (CHAT) to examine how RTI implementation and the intersection of other context-specific conditions impact the way general and special educators work together at one public elementary school serving a large population of diverse learners. Findings indicate that, outside of referral meetings, RTI implementation was primarily a general education endeavor. The results hold implications for the way teacher education programs prepare general and special candidates to foster collaborative approaches to RTI in unique K-12 contexts.
{"title":"An Empty Seat at the Table: Examining General and Special Education Teacher Collaboration in Response to Intervention","authors":"Joyce Gomez-Najarro","doi":"10.1177/0888406419850894","DOIUrl":"https://doi.org/10.1177/0888406419850894","url":null,"abstract":"Response to Intervention (RTI) may create an opportunity for equitable approaches to special education evaluation, in part, through collaboration among general and special education teachers, who can combine their areas of expertise to better understand how to serve students’ unique academic needs, particularly in underresourced schools serving diverse learners. Historically ineffective attempts to improve collaboration between general and special education, however, may pose challenges to effective RTI implementation. In this study, the author uses Cultural-Historical Activity Theory (CHAT) to examine how RTI implementation and the intersection of other context-specific conditions impact the way general and special educators work together at one public elementary school serving a large population of diverse learners. Findings indicate that, outside of referral meetings, RTI implementation was primarily a general education endeavor. The results hold implications for the way teacher education programs prepare general and special candidates to foster collaborative approaches to RTI in unique K-12 contexts.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"43 1","pages":"109 - 126"},"PeriodicalIF":2.9,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406419850894","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49338167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-01DOI: 10.1177/0888406419861964
Keri C. Fogle, David Hoppey, D. Allsopp
Parents have advocated for the educational rights of their children with disabilities for decades, and more so since the reauthorization of the Individuals With Disabilities Education Act (IDEA). Advocating for one’s child while working as an employee in the same school district where your child receives special education services comes with unforeseen complexities. Using a heuristic case study approach, this inquiry intended to discern the experiences, barriers, and perceptions of job security of two parent-educators with children with autism. Findings suggest unanticipated experiences and challenges within their dual, parent-educator role as indicated by the theory of responsible advocacy. Perceived employment consequences related to advocating from within the school system are also discussed along with implications for such parent-educators and their role in improving parent–school partnerships in special education.
{"title":"The Fight Within: Parent-Educators Advocating for their Children with Autism Inside their Own School Districts","authors":"Keri C. Fogle, David Hoppey, D. Allsopp","doi":"10.1177/0888406419861964","DOIUrl":"https://doi.org/10.1177/0888406419861964","url":null,"abstract":"Parents have advocated for the educational rights of their children with disabilities for decades, and more so since the reauthorization of the Individuals With Disabilities Education Act (IDEA). Advocating for one’s child while working as an employee in the same school district where your child receives special education services comes with unforeseen complexities. Using a heuristic case study approach, this inquiry intended to discern the experiences, barriers, and perceptions of job security of two parent-educators with children with autism. Findings suggest unanticipated experiences and challenges within their dual, parent-educator role as indicated by the theory of responsible advocacy. Perceived employment consequences related to advocating from within the school system are also discussed along with implications for such parent-educators and their role in improving parent–school partnerships in special education.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"43 1","pages":"162 - 177"},"PeriodicalIF":2.9,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406419861964","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42354646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-01DOI: 10.1177/0888406419852778
Gretchen M. Cole-Lade, Lucy E Bailey
The purpose of this study was to examine the roles of paraeducators in educational teams who supported young children with complex communication needs (CCNs). Participants included members of three teams which included general and special education teachers, paraeducators, speech and language pathologists (SLPs), and parents. An instrumental, multiple case study, qualitative research design was used to better understand paraeducators’ distinct roles and their varying levels of participation as members of their educational teams. Emergent cross-case themes included, first, the varying degrees to which teams worked collaboratively with the paraeducator and, second, the different roles the paraeducators fulfilled based on team members’ expectations. Findings indicated that the degree to which the three teams included the paraeducator as an integral team member varied from minimal to fully integrated. The fully integrated team worked collaboratively to best support the child. The paraeducator’s role and experience on each team was based on the educational team member’s expectations and the support the paraeducator received from the team.
{"title":"Examining the Role of Paraeducators When Supporting Children With Complex Communication Needs: A Multiple Case Study","authors":"Gretchen M. Cole-Lade, Lucy E Bailey","doi":"10.1177/0888406419852778","DOIUrl":"https://doi.org/10.1177/0888406419852778","url":null,"abstract":"The purpose of this study was to examine the roles of paraeducators in educational teams who supported young children with complex communication needs (CCNs). Participants included members of three teams which included general and special education teachers, paraeducators, speech and language pathologists (SLPs), and parents. An instrumental, multiple case study, qualitative research design was used to better understand paraeducators’ distinct roles and their varying levels of participation as members of their educational teams. Emergent cross-case themes included, first, the varying degrees to which teams worked collaboratively with the paraeducator and, second, the different roles the paraeducators fulfilled based on team members’ expectations. Findings indicated that the degree to which the three teams included the paraeducator as an integral team member varied from minimal to fully integrated. The fully integrated team worked collaboratively to best support the child. The paraeducator’s role and experience on each team was based on the educational team member’s expectations and the support the paraeducator received from the team.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"43 1","pages":"144 - 161"},"PeriodicalIF":2.9,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406419852778","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49537413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-01DOI: 10.1177/0888406419839766
S. Beck, K. Desutter
Special education professionals serve as facilitators of Individualized Education Plan (IEP) team meetings. As special educators serve on many IEP teams during the course of an academic year, and as the member composition for each team varies, facilitators are confronted with a unique set of challenges to managing successful meetings. In this study, the authors investigate the specific types of problems and facilitator techniques occurring in IEP meetings. Findings suggest that facilitation issues and techniques are varied across special education professionals. In addition, facilitator training is needed to review and introduce facilitation techniques that may improve meeting member contributions.
{"title":"An Examination of Group Facilitator Challenges and Problem-Solving Techniques During IEP Team Meetings","authors":"S. Beck, K. Desutter","doi":"10.1177/0888406419839766","DOIUrl":"https://doi.org/10.1177/0888406419839766","url":null,"abstract":"Special education professionals serve as facilitators of Individualized Education Plan (IEP) team meetings. As special educators serve on many IEP teams during the course of an academic year, and as the member composition for each team varies, facilitators are confronted with a unique set of challenges to managing successful meetings. In this study, the authors investigate the specific types of problems and facilitator techniques occurring in IEP meetings. Findings suggest that facilitation issues and techniques are varied across special education professionals. In addition, facilitator training is needed to review and introduce facilitation techniques that may improve meeting member contributions.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"43 1","pages":"127 - 143"},"PeriodicalIF":2.9,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406419839766","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46085150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-01DOI: 10.1177/0888406419873060
J. Metsala, M. Harkins
Teachers’ self-efficacy and beliefs are important to classroom practices and student success. In this study, the authors examine preservice teachers’ self-efficacy and beliefs related to inclusive education. One hundred seventy-nine preservice teachers enrolled in secondary or elementary education programs participated in this study. Overall, participants in elementary versus secondary programs felt more responsible for students with disabilities and more efficacious with inclusive practices. At the same time, preservice teachers in the secondary program and those in their second (vs. first) year rated themselves higher on negative beliefs about inclusive education and viewed ability as more of a fixed and stable trait. Preservice teachers with a history of reading difficulty had higher teacher self-efficacy than those without this history. The factors examined in this study accounted for about a third of the variance in each of preservice teachers’ self-efficacy for inclusive instructional practices and in their negative beliefs about inclusive education. Epistemological beliefs about ability emerged as a strong predictor of preservice teachers’ negative beliefs about inclusive education. The results from this study are discussed within the context of preparing teachers for the inclusive classroom.
{"title":"An Examination of Preservice Teachers’ Self-Efficacy and Beliefs About Inclusive Education","authors":"J. Metsala, M. Harkins","doi":"10.1177/0888406419873060","DOIUrl":"https://doi.org/10.1177/0888406419873060","url":null,"abstract":"Teachers’ self-efficacy and beliefs are important to classroom practices and student success. In this study, the authors examine preservice teachers’ self-efficacy and beliefs related to inclusive education. One hundred seventy-nine preservice teachers enrolled in secondary or elementary education programs participated in this study. Overall, participants in elementary versus secondary programs felt more responsible for students with disabilities and more efficacious with inclusive practices. At the same time, preservice teachers in the secondary program and those in their second (vs. first) year rated themselves higher on negative beliefs about inclusive education and viewed ability as more of a fixed and stable trait. Preservice teachers with a history of reading difficulty had higher teacher self-efficacy than those without this history. The factors examined in this study accounted for about a third of the variance in each of preservice teachers’ self-efficacy for inclusive instructional practices and in their negative beliefs about inclusive education. Epistemological beliefs about ability emerged as a strong predictor of preservice teachers’ negative beliefs about inclusive education. The results from this study are discussed within the context of preparing teachers for the inclusive classroom.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"43 1","pages":"178 - 192"},"PeriodicalIF":2.9,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406419873060","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48563613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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