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1.
With the increased implementation of inclusive education, teacher educators have been challenged to make changes in programmes to prepare preservice teachers to educate diverse learners. These changes are reflected in various types of teacher preparation programmes that are transformations of traditional general education and special education programmes. However, little is known about the ways in which these transformed teacher preparation programmes influence preservice teachers’ attitudes toward inclusive education as future inclusive educators. To investigate the influence of teacher preparation programmes on preservice teachers’ attitudes toward inclusion, a survey method was used to collect data from preservice teachers in ten teacher preparation programmes. The responses from 110 preservice teachers were analysed according to the type of teacher preparation programme (i.e. combined, separate, or general teacher preparation programmes). The results indicated that preservice teachers from combined teacher preparation programmes in which general education and special education teacher preparation curricula were infused had significantly more positive attitudes toward inclusion than preservice teachers from separate programmes (p < 0.05). The implications of this study for practice and future research are discussed.  相似文献   

2.
The present study investigated the differences in learning gain when performing a WebQuest with a well‐defined versus an ill‐defined assignment. Twenty boys and twenty girls (mean age 11; 10), attending a special primary education school, performed two WebQuests. In each WebQuest, they performed either a well‐defined or an ill‐defined assignment. Knowledge acquisition was assessed by means of a concept map (ie, associative knowledge) and a knowledge test, based on facts concerning the subject (ie, factual knowledge). Results indicated that the learning gain on both WebQuests was higher for participants who worked on the ill‐defined assignments. In the long term, factual knowledge remained intact. The results of this study indicated that the use of WebQuest can be a valuable tool to enrich the educational curriculum in special education.  相似文献   

3.
Practicum experiences in preservice teacher education are often characterised by disconnection. Preservice teachers are typically disconnected from university faculty and from their peers. Traditionally, university-based supervisors work to bridge the school and university contexts of preservice teacher education and facilitate learning to teach by visiting preservice teachers in their schools. This situation places high importance on the value of face-to-face interaction. The research reported in this paper explores the possibilities of utilising information and communication technologies (ICT) in the practicum component of preservice teacher education. It investigated the use of electronic discussion groups by preservice teachers and university lecturers while the preservice teachers were completing an internship towards the end of their teacher preparation programme. The paper discusses the benefits and challenges as reported by the participants in interviews, draws on the actual text of the electronic communication, analyses the findings, and draws implications for all participants in the preservice teacher education practicum. The study highlights the potential of ICT in providing new learning spaces that enable personal and professional networking and support, and points to reconceptualised notions of university supervision focussing on facilitating learning to teach and promoting reflective practice within the context of a professional learning community rather than as 'check-up' trips to schools.  相似文献   

4.
ABSTRACT

The mathematics achievement gap in special education is a chronic and significant challenge for the field. The need for improved teacher preparation in mathematics is crucial in addressing this gap. This study examines a capstone experience in higher level mathematics tutoring for preservice teachers. Results indicate that the experience was effective at improving preservice teachers’ higher level math content knowledge compared to teachers who did not receive experiential math learning in their teacher preparation. Implications for preservice teacher preparation programs are presented.  相似文献   

5.
The highly complex demands of the profession often overwhelm new teachers. Burnout and attrition are known consequences of inadequate preparation, burdening the education system with costly turnover and schools with disproportionate numbers of inexperienced teachers, including special educators. Many teacher preparation programs embed field experiences as a formative aspect of professional development with the intention of exposing candidates to the realities and demands of the profession. Little is known, however, about the ways in which preservice teachers’ professional awareness develops via in-context learning through field-based experiences. Using an exploratory, qualitative approach we analyzed end of course reflections of 31 special education preservice teachers for insights into the development of their professional awareness (professional roles and responsibilities) following a strategically aligned field experience. Findings suggest that participants expressed a growing understanding of professional practices, teacher dispositions, and professional relationships. A discussion of the findings and implications for teacher preparation are presented.  相似文献   

6.
WebQuests are activities in which students use Web resources to learn about school topics. WebQuests are advocated as constructivist activities and ones generally well regarded by students. Two experiments were conducted in school settings to compare learning using WebQuests versus conventional instruction. Students and teachers both enjoyed WebQuest instruction and spoke highly of it. In one experiment, however, conventional instruction led to significantly greater student learning. In the other, there were no significant differences in the learning outcomes between conventional versus WebQuest-based instruction.  相似文献   

7.
This study investigated whether a teacher professional development module built around designing WebQuests could improve teachers’ technological and pedagogical skills. The technological skills examined included Web searching and Web evaluating skills. The pedagogical skills targeted were developing a working definition for higher-order thinking skills, and designing WebQuest tasks to improve such skills. This case study was carried out with six inservice teachers. After the training, all the teachers showed improvement in their Web searching and evaluating skills. Furthermore, teachers adopted a working definition for higher-order thinking skills, and, using Web resources, they designed activities that promote students’ higher-order thinking. This study provides evidence supporting the use of design-based activities in learning technological and pedagogical skills and suggests an effective inservice teacher professional development module.  相似文献   

8.
Abstract

Professional development schools (PDSs) have become an important component of preservice teacher preparation. Researchers investigating the effect of the PDS model on the principal stakeholders (preservice teachers, classroom teachers, students, and university faculty) have reported many positive effects. The role of the PDS in special education teacher preparation, however, appears to be less well defined. This article focuses on PDS participation of special education teacher preparation programs and addresses the apparent reluctance to embrace the PDS model.  相似文献   

9.
Co-teaching is commonly used to support students with disabilities in inclusive educational settings. However, there is often a gap between the potential effectiveness of co-teaching and actual classroom practice. This study examined preservice teachers’ co-teaching experiences to better understand this gap to identify potential practices for improving teacher training and service delivery. A review of 11 studies revealed that both special education and general education preservice teachers believed that co-teaching practices provided them opportunities to communicate and work collaboratively. Both groups agreed on the significant impact of personality in co-teaching as well as challenges in implementing co-teaching. Furthermore, special education preservice teachers noted that they lacked content knowledge, whereas general education preservice teachers thought they needed more training in the provision of accommodations and modifications. Study limitations, areas for future research, and implications for preservice teacher preparation are discussed.  相似文献   

10.
A WebQuest is an inquiry-based online learning technique. This technique has been widely adopted in K–16 education. Therefore, it is important that conditions of effective WebQuest design are defined. Through this article the author presents techniques for improving WebQuest design based on current research. More specifically, the author analyzes the WebQuest technique in terms of the principles of cognitive load theory, interactivity, accessibility, and usability and visual appearance. The author argues that several factors must be taken into consideration in order to effectively design WebQuests that will educate without impeding the learning process.  相似文献   

11.
In this article the authors describe a collaboratively designed secondary teacher education program focused on the preparation of preservice general education teachers to work effectively with children who have diverse learning needs in inclusive classrooms. The focus of the article is on the collaborative development and initial evaluation of the program by secondary teacher education faculty and special education faculty. The instructional design emphasized a co-teaching model where principles of Universal Design for Learning and instructional adaptation were integrated and assessed in multiple courses by collaborating university faculty. Data from the initial evaluation included student teaching portfolios, formal teacher observations, and 6th- through 12th-grade student assessments. The data suggest that preservice teachers appropriately used strategies for adapting their instruction to meet the needs of students with exceptionalities.  相似文献   

12.

The purpose of this article is to share the results of a study that explored the recommendations of practicing teachers about ways to prepare preservice teachers for including children with disabilities into general education classrooms. A survey was distributed to 71 practicing general elementary education teachers. The survey included the following questions: What should the general education student know about teaching students with special needs? Should this information be included in one course or integrated with other course content? General education teachers reported that teacher education programs should include the following content: behavioral strategies, conflict resolution and social skills, identification of students with special needs, adaptation of curriculum and materials, adaptation of instructional strategies, legal regulations and individual education programs, and co-teaching, teaming, and collaboration. These data suggest that preservice teacher preparation programs would include content courses to address these thematic areas and present a solid knowledge base about teaching children with disabilities.  相似文献   

13.

This paper addresses the relationship between theory and practice in preservice teacher education. Using Giroux's (1994) distinction between a "pedagogy of theory" and a "pedagogy of theorizing", it explores the difference between prospective teachers learning about education in teacher preparation courses and learning from it by critically reading the educative process in their own preservice education classrooms. Challenging the idea that preservice education is merely preparation for a practicum conducted elsewhere and in the future, this paper proposes that teacher education classrooms become practicum environment in-and-of-themselves, where practice gets theorized and theory is not only considered for practice but is indeed practiced as it interrogates practice.  相似文献   

14.
In this article we explore the use of teacher professional standards in an initial teacher education programme and preservice teacher perceptions of their preparedness for teaching using a survey of 54 first- and second-year preservice teachers in a graduate-entry programme. The survey asked the preservice teachers to respond to 16 questions based on professional standards as well as their knowledge of student learning, professional identity and teaching as a career path. The preservice teachers’ responses were analysed using a mixed methods approach that relied on quantitative methods, but was supplemented by qualitative analysis of short-answer responses. Our analyses hypothesised about possible links between the preservice teachers’ responses and the extent to which they perceived they were classroom and career ready. The themes of teachers, teaching and student learning are used to present and discuss the results, while the notion of agency as achievement is used to deepen possible understanding about their meaning and implications. We conclude that the preservice teachers appeared to benefit from learning about professional standards throughout their programme but appeared to lack confidence in: engaging professionally with others such as parents/carers; setting objectives for all students with different backgrounds; and implementing lesson sequences that engage students and promote learning. Most doubted teaching as their future career. Finally, we discuss implications for: adopting standards-integrated initial teacher education programme approaches; preservice and early-career teacher professional learning needs; and future research opportunities, which include using innovative methodologies and conceptual frameworks.  相似文献   

15.
Our contemporary apprenticeship model of teacher education often places preservice teachers in learning environments where they never witness the types of dynamic and engaged practice they desire to emulate. Either there are structural limits within the classroom placed by school or district leadership or there are preselected veteran mentor teachers who do not value the same kinds of critical practice. These challenges necessitate a radical rethinking of how and where preservice teachers learn their craft. We pose an anticolonial model of teacher development, one that situates teachers and students in collaborative networks where they work powerfully together via Youth Participatory Action Research on projects that have significant social, cultural, and digital relevance. The purposes of this article are (a) to propose the essentiality of anticolonial approaches to reimagine the preparation of preservice teachers and (b) to demonstrate how these approaches are enacted in our own practice within critical, project-based clinical experiences with preservice educators toward the development of an anticolonial model for urban teacher preparation.  相似文献   

16.
Teacher education institutions conduct information and communications technology (ICT) courses to prepare preservice teachers (or initial teacher education candidates) to support their teaching practice with appropriate ICT tools. ICT course evaluations based on preservice teachers’ perception of course experiences are limited in indicating the kinds of ICT integration knowledge or technological pedagogical content knowledge (TPACK) preservice teachers have gained throughout the course. Preservice teachers’ ICT course experiences was found to influence their intentions to integrate ICT but its influence on their TPACK perceptions, if better understood, can inform teacher education institutions about the design of ICT courses. This study describes the design and validation of an ICT course evaluation instrument that examines preservice teachers’ perceptions of ICT course experiences and TPACK. Hierarchical regression analysis was performed on survey results collected from a graduating cohort of 869 Singapore preservice teachers who had undergone a compulsory ICT course during their teacher training program. These preservice teachers were being prepared to teach the different subject areas at primary, secondary, and junior colleges (or postsecondary institutions for 17–19 year olds) in Singapore. The regression model showed that preservice teachers’ perceived TPACK was first influenced by their perceptions of course experiences that supported the development of intermediary TPACK knowledge components such as technological knowledge and technological pedagogical knowledge. The methodological implications for the design of ICT course evaluation surveys and the practical applications of survey results to the refinement of ICT course curriculum are discussed.  相似文献   

17.
对普通教育教师进行职前特殊教育能力的培养是英国普通教育教师职前培养的重要组成部分。英国在普通教育教师职前特殊教育能力培养体系中设立了独立的管理机构,制定了详细的培养要求,这为准备踏上工作岗位的新教师提供了更多有针对性的学习机会,确保了教师能够更好地满足儿童的特殊教育需要。  相似文献   

18.
ABSTRACT

Physical education teachers face considerable sociopolitical challenges that can impede quality instruction and complicate recruitment into the profession. Physical education teacher education faculty members may not be prepared to address these challenges during their doctoral education. Accordingly, the purpose of the paper was to utilize the lessons learned from occupational socialization research to propose competencies that can be integrated into doctoral education to help future faculty members integrate sociopolitical learning into physical education teacher education. These include: (a) understanding socialization literature and the implications for teacher education, (b) helping doctoral students understand their own prior socialization experiences, (c) recruiting highly qualified preservice teachers, (d) helping preservice teachers question their subjective theories, (e) developing and coordinating field experiences, and (f) preparing preservice teachers for the sociopolitical realities of schools. These competencies align with the proposed addition of a new standard for initial teacher education that addresses sociopolitical learning.  相似文献   

19.
The purpose of this study was to examine preservice teachers' perceptions of the support their teacher education programs provide for developing their technological pedagogical content knowledge (TPACK). The research was conducted with 215 preservice teachers in the last year of teacher education programs and teaching certificate programs in three universities in Turkey. Data sources were the synthesis of qualitative evidence (SQD) scale that was validated in the Turkish context as part of this study and the TPACK-practical scale. The strategies investigated in the SQD-model included: using teacher educators as role models; reflecting on the role of technology in education; learning how to use technology by design; collaboration with peers; scaffolding authentic technology experiences; and providing continuous feedback. The linear regression analysis revealed a positive relation between teacher education strategies and preservice teachers' TPACK. Reflection and teacher educators' as role models were the most frequently used teacher education strategies in teacher education programs included in this study. Results provided recommendations for further research on the connection between the teacher education strategies and the development of preservice teachers' TPACK in teacher education programs.  相似文献   

20.
Within many preservice teacher education programs in Australia, mentoring is used as the overarching methodology for the professional placement. The professional placement is considered to be a key component of learning to teach, and typically a dyad mentoring model is utilized. However, it is reported that many preservice teachers experience a less than successful placement when a dyad model is used. This research explored an alternative mentoring model that placed two preservice teachers with a classroom teacher and investigated the mentoring that transpired. The research examined the interactions that occurred between the triad members, in particular those that took place between the two preservice teachers as peers. A theoretical framework that focused on a holistic mentoring model was utilized to frame the research and analyze the data. It was found that the use of a mentoring triad extended the scope of mentor support that can be provided to preservice teachers.  相似文献   

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