Understanding the Factors That Shape Dispositions toward Students with Disabilities: A Case Study of Three General Education Pre-Service Teachers

Autor/in	Bialka, Christa S.
Titel	Understanding the Factors That Shape Dispositions toward Students with Disabilities: A Case Study of Three General Education Pre-Service Teachers
Quelle	In: International Journal of Inclusive Education, 21 (2017) 6, S.616-636 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2016.1223183
Schlagwörter	Preservice Teachers; Case Studies; General Education; Attitudes toward Disabilities; Student Attitudes; Experience; Graduate Students; Prior Learning; School Culture; Special Education; Inclusion; Student Diversity; Student Teaching; Elementary School Teachers; Student Surveys; Reflection; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Allgemein bildendes Schulwesen; Allgemeinbildung; Schülerverhalten; Erfahrung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Vorkenntnisse; Schulkultur; Schulleben; Special needs education; Sonderpädagogik; Sonderschulwesen; Inklusion; Teaching practice; Unterrichtspraxis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülerbefragung
Abstract	Presently, there is limited research that explores how the nature of pre-service teachers' prior experience informs their dispositional development, and it has yet to be determined whether the pedagogical needs of these prospective teachers vary based on their level of prior exposure. This qualitative case study examines the dispositions of three pre-service teachers enrolled in a year-long graduate education programme in the United States and considers the role that prior experience plays in their dispositional development. Findings from this study reveal that participants' dispositions appear to be affected more significantly by coursework and fieldwork than by prior experience, and the culture of the school plays a critical role in a pre-service teachers' dispositional development. This study addresses gaps in current research by offering insight into the nuanced nature of pre-service teachers' dispositional development. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01