Preservice Early Childhood Teachers' Sense of Efficacy for Teaching Children with Autism Spectrum Disorder

Autor/inn/en	Catalano, Corinne Gaffney; Fives, Helenrose; McKeating, Eileen; Barnes, Nicole
Titel	Preservice Early Childhood Teachers' Sense of Efficacy for Teaching Children with Autism Spectrum Disorder
Quelle	In: Journal of Early Childhood Teacher Education, 43 (2022) 2, S.167-193 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Catalano, Corinne Gaffney)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2020.1806152
Schlagwörter	Preservice Teachers; Preschool Teachers; Autism Spectrum Disorders; Self Efficacy; Student Attitudes; Inclusion; Attitude Change; Clinical Diagnosis; Intervention; Outcomes of Education; Teacher Education Programs; Student Needs; Teaching Methods; Course Descriptions; Students with Disabilities; Student Characteristics; Self Concept Measures; Teachers Sense of Efficacy Scale + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Autism; Autismus; Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Inklusion; Attitudinal change; Einstellungsänderung; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Kursstrukturplan; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	Teachers' sense of efficacy refers to the beliefs held by teachers (pre-service and practicing) for completing the tasks associated with teaching. This belief is bound by the nature of tasks which includes, but is not limited to, the content, students, and context that frame teachers' practice. In this investigation, we explored 25 pre-service early childhood teachers' self-efficacy for teaching children with autism in inclusive settings as they participated in a course on the nature of ASD. Participants reported changes in their perceptions of ASD and of children diagnosed with ASD and they attributed their change in understanding to lessons learned from course activities. In addition, participants' self-efficacy for teaching and self-efficacy for teaching children diagnosed with ASD in inclusive settings increased over the course of the intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01