A Qualitative Study of Preservice Teachers' Understanding of Self-Determination for Students with Significant Disabilities

Autor/inn/en	Thoma, Colleen A.; Pannozzo, Gina M.; Fritton, Sandra C.; Bartholomew, Christina C.
Titel	A Qualitative Study of Preservice Teachers' Understanding of Self-Determination for Students with Significant Disabilities
Quelle	In: Career Development for Exceptional Individuals, 31 (2008) 2, S.94-105 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-7288
DOI	10.1177/0885728808317444
Schlagwörter	Special Education Teachers; Misconceptions; Preservice Teacher Education; Individualized Transition Plans; Self Determination; Teacher Competency Testing; Knowledge Base for Teaching; Severe Mental Retardation; Daily Living Skills; Independent Living; Qualitative Research; Secondary School Curriculum + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Missverständnis; Lehramtsstudiengang; Lehrerausbildung; Selbstbestimmung; Teaching theory; Theory of teaching; Unterrichtstheorie; Alltagsfertigkeit; Selbstverantwortung; Qualitative Forschung
Abstract	Teaching self-determination to students with disabilities has long been a focus of the fields of special education and psychology, with much of the research focusing on why self-determination is important, the effects of self-determination skills on academic and adult outcomes, and identifying strategies teachers can use to teach self-determination in the classroom. The current study attempted to develop a greater understanding of how special education teacher candidates define and discuss self-determination within the context of a course on secondary special education and transition planning for students with significant intellectual disabilities. Researchers examined teachers' understanding of self-determination, their ability to incorporate self-determination into their daily instruction, and if their understanding reflected common misconceptions and misinterpretations. (Contains 2 tables.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10