Pre-Service Teacher Self-Efficacy for Teaching Students with Disabilities: What Knowledge Matters?

Autor/inn/en	Browarnik, Brooke; Bell, Sherry Mee; McCallum, R. Steve; Smyth, Kelly; Martin, Melissa
Titel	Pre-Service Teacher Self-Efficacy for Teaching Students with Disabilities: What Knowledge Matters?
Quelle	In: Journal of the American Academy of Special Education Professionals, (2017), S.128-139 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-7466
Schlagwörter	Preservice Teachers; Self Efficacy; Disabilities; Regular and Special Education Relationship; Correlation; Multiple Regression Analysis; Response to Intervention; Intellectual Disability; Team Teaching; Preservice Teacher Education; Educational Legislation; Equal Education; Federal Legislation; General Education; Measures (Individuals); Predictor Variables; Surveys + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Handicap; Behinderung; Korrelation; Intellect; Disability; Disabilities; Verstand; Teamteaching; Lehramtsstudiengang; Lehrerausbildung; Bildungsrecht; Schulgesetz; Bundesrecht; Allgemein bildendes Schulwesen; Allgemeinbildung; Messdaten; Prädiktor; Survey; Umfrage; Befragung
Abstract	The relation between items assessing knowledge about educating students with disabilities and the Tschannen-Moran and Hoy's Teachers' Sense of Efficacy Scale (TSES; 2001) was explored for 140 preservice, general education teachers using biserial correlation coefficients and a multiple regression equation. From the data collected, 8 correlations were found to be significant using Connor's (n.d.) criteria and the stepwise multiple regression model identified 3 significant predictors of teacher efficacy. Of the items that entered into the multiple regression, the first item assessed the definition of RtI, the second understanding of intellectual disability, and the third collaborative teaching. These 3 items accounted for approximately 8.6% of the variance in the teacher sense of efficacy score; and, thus, may be important contributors to teacher self-efficacy. (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	2020/1/01