Literaturnachweis - Detailanzeige
| Autor/in | Walker, Nolene |
|---|---|
| Titel | Prioritising Content to Enhance Preservice Teachers' Preparedness for Inclusive Education: Implications for Online Learning |
| Quelle | In: International Journal of Whole Schooling, 19 (2023) 1, S.1-26 (26 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Preservice Teachers; Preservice Teacher Education; Inclusion; Students with Disabilities; Preferences; Electronic Learning; Online Courses; Teacher Education Curriculum; Student Attitudes; Experienced Teachers; Teacher Attitudes; Individualized Instruction; Reading Materials |
| Abstract | This paper presents survey findings of preservice (n = 128) and experienced teachers (n = 326) about enhancing the preparation of preservice teachers to include students with disabilities in regular classes during initial teacher education. Non-parametric statistics were used to analyse the data. When asked to rank their preferred mode of learning, preservice teachers ranked online learning last. Results identified topics to prioritise during initial teacher education. Implications in regard to online delivery of inclusive content are discussed. Given that the recent pandemic resulted in a sudden shift to online learning, these findings may add to the body of knowledge about preparing preservice teachers for inclusive teaching. (As Provided). |
| Anmerkungen | Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail: wholeschooling@twmi.rr.com; Web site: http://www.wholeschooling.net |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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