Improving Pre-Service Middle School Teachers' Confidence, Competence, and Commitment to Co-Teaching in Inclusive Classrooms

Autor/inn/en	Strieker, Toni; Gillis, Bryan; Zong, Guichun
Titel	Improving Pre-Service Middle School Teachers' Confidence, Competence, and Commitment to Co-Teaching in Inclusive Classrooms
Quelle	In: Teacher Education Quarterly, 40 (2013) 4, S.159-180 (22 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Preservice Teachers; Middle School Teachers; Self Efficacy; Competence; Team Teaching; Inclusion; Disabilities; Knowledge Base for Teaching; Data Analysis; Preservice Teacher Education; Special Education Teachers; Teacher Role; Educational Planning; Educational Attitudes; Qualitative Research + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Self-efficacy; Selbstwirksamkeit; Kompetenz; Teamteaching; Inklusion; Handicap; Behinderung; Teaching theory; Theory of teaching; Unterrichtstheorie; Auswertung; Lehramtsstudiengang; Lehrerausbildung; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrerrolle; Bildungsplanung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Qualitative Forschung
Abstract	Within the educational research community, there have been a growing number of published research studies in teacher education that adopt a self-study approach. Researchers suggests that self-study in teacher education has the potential to animate the idea of teaching as reflection, model an inquiry-based approach to pedagogy, and generate rich understandings about promoting reflective practice. This study responds by situating the present research in the larger research programs on improving general education teacher candidates' knowledge, skills, and dispositions to effectively include students with disabilities. (ERIC).
Anmerkungen	Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01