Immersive Experiences in an ESE Secondary Setting: Lessons from the Classroom

Autor/inn/en	Tanase, Madalina; Lastrapes, Wanda G.
Titel	Immersive Experiences in an ESE Secondary Setting: Lessons from the Classroom
Quelle	In: New Educator, 14 (2018) 4, S.381-399 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-688X
DOI	10.1080/1547688X.2016.1144117
Schlagwörter	General Education; Regular and Special Education Relationship; Preservice Teachers; Secondary Education; Secondary School Teachers; Self Contained Classrooms; Attitudes toward Disabilities; Knowledge Level; Classroom Techniques; Self Efficacy; Field Instruction; Student Needs; Academic Achievement; Sense of Community; Teacher Student Relationship; Student Centered Learning; Teacher Characteristics; Classroom Environment; Mastery Learning; Personal Autonomy + Suchen Sie Ihr Suchwort? Allgemein bildendes Schulwesen; Allgemeinbildung; Sekundarbereich; Wissensbasis; Klassenführung; Self-efficacy; Selbstwirksamkeit; Praxisklasse; Schulleistung; Teacher student relationships; Lehrer-Schüler-Beziehung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Klassenklima; Unterrichtsklima; Individuelle Autonomie
Abstract	This qualitative study explored the experiences of general education secondary preservice teachers while immersed in self-contained special education classrooms. While secondary education teachers have expertise in content areas, little is known about their understanding of students with disabilities and their knowledge of specific strategies for maximizing student learning. The participants in this study identified attributes of effective management strategies, reported a deeper understanding of the needs of students with exceptionalities, and reflected on their sense of efficacy about teaching students with exceptionalities. Over half of the participants reported feeling more confident following this experience, and 19% indicated a desire to become advocates for students with exceptionalities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01