“Less Afraid to Have Them in My Classroom”: Understanding Pre-Service General Educators’ Perceptions about Inclusion
The purpose of this study was two-fold: (1) to understand the perceptions of pre-service general educators about the inclusion of students with disabilities (SWDs) prior to and at the end of a required course on integrating exceptional students; and (2) to determine if there was a difference by program. The authors conclude that infusion of special education content across the curriculum is one recommendation for enhancing and understanding of SWDs, but the quantity and quality of content in this area will vary based on the background knowledge of each instructor. The authors suggest that teacher educators can only strengthen programs by building relationships across disciplines. Instructional strategies and accommodations that seamlessly grant students with disabilities maximum access to the general education curriculum should naturally be infused in methods courses.
Publication Year: 2011 | Updated in ITEC: March 16, 2017
edTPA, Videotape, and Occupational Identity: A Study of Pre-service Teachers
In this study, the author sought to contribute to the scholarly discourse of understanding how North American elementary pre-service teachers experienced evaluation via teacher performance assessments. Through extensive interviews and thematic data analysis, this study generally supported the contention that the process of completing edTPA deepened student teachers’ understanding of their educational experience in a number of domains, which in turn suggested a broader awareness and appreciation of the complexities of learning to teach.
Publication Year: 2017 | Updated in ITEC: March 2, 2017