Preparing Preservice Teachers for Inclusive Classrooms: A State-Wide Survey of Teacher Education Faculty

Autor/inn/en	Lang, Lucinda Anne; Bell, Sherry Mee
Titel	Preparing Preservice Teachers for Inclusive Classrooms: A State-Wide Survey of Teacher Education Faculty
Quelle	In: Journal of the American Academy of Special Education Professionals, (2017), S.44-57 (14 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-7466
Schlagwörter	Inclusion; Preservice Teacher Education; Teacher Surveys; Teacher Educators; Online Surveys; Regular and Special Education Relationship; Team Teaching; Teacher Collaboration; Teaching Skills; Self Efficacy; Special Education Teachers; Barriers; Disabilities; Statistical Analysis; Tennessee + Suchen Sie Ihr Suchwort? Inklusion; Lehramtsstudiengang; Lehrerausbildung; Teacher education; Education; Lehrerbildung; Teamteaching; Lehrerkooperation; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Self-efficacy; Selbstwirksamkeit; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Handicap; Behinderung; Statistische Analyse
Abstract	Faculty (N = 154) from approved Tennessee teacher education programs across the range of disciplines responded to an online survey designed to assess the extent to which they practice, teach, and express confidence in co-teaching, collaboration and implementation of universal design for learning (UDL). Faculty strongly endorsed items indicating they practice, teach, have confidence in, and receive departmental support for collaboration and UDL. In contrast, faculty less strongly endorsed items on their practice, teaching, confidence, and departmental support for co-teaching. General education faculty reported less practice of (p < 0.01) and confidence in (p < 0.01) co-teaching than special education faculty. From open-ended responses, major obstacles identified were lack of time, separation of general and special education departments, "buy-in", and lack of skill in and knowledge of those practices. Results confirm the need for cross-discipline collaboration between general and special teacher education faculty to ensure candidate preparation for effective inclusive practice. (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11