Experiential Learning Experiences to Enhance Preservice Special Educators' Literacy Instruction

Autor/inn/en	Hughes, Marie Tejero; Braun, Gina
Titel	Experiential Learning Experiences to Enhance Preservice Special Educators' Literacy Instruction
Quelle	In: International Electronic Journal of Elementary Education, 12 (2019) 1, S.93-101 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Experiential Learning; Preservice Teachers; Special Education; Students with Disabilities; Teacher Student Relationship; Attitude Change; Evidence Based Practice; Urban Universities; Graduate Students; Public Schools; Elementary Schools; Knowledge Level; Reflective Teaching; Reading Instruction; Literacy + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Teacher student relationships; Lehrer-Schüler-Beziehung; Attitudinal change; Einstellungsänderung; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Public school; Öffentliche Schule; Elementary school; Grundschule; Volksschule; Wissensbasis; Leseunterricht; Alphabetisierung; Schreib- und Lesefähigkeit
Abstract	We must provide preservice special educators with quality programs that are inclusive of both the knowledge and skill needed for delivering engaging and impactful literacy instruction. Successful teacher education programs not only engage preservice educators in developing their knowledge of practices but provide opportunities to practice and reflect on teaching students with disabilities. Thus, the purpose of this study was to examine if participation in an experiential learning experience that was integrated into literacy course enhanced preservice special educators' knowledge of literacy instruction, shifted their beliefs, and/or modified their practice for working with students with disabilities. Over three semesters, 47 preservice special educators enrolled in the course and completed the experiential learning experience. We conducted a qualitative content analysis of the lesson plans and reflections that these preservice educators submitted throughout the course. Our findings revealed that the preservice educators not only increased their instructional knowledge but as they engaged with students with disabilities, they changed their instructional practices, utilizing more evidence-based practices and shifted their beliefs by holding themselves accountable for student learning, These findings reaffirmed the continued need to integrate experiential learning throughout preservice programs to allow teachers to put into practice what they are learning in courses. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01