Literaturnachweis - Detailanzeige
Autor/inn/en | Lancaster, Julie; Bain, Alan |
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Titel | Do Judgements about Pre-Service Teachers' Self-Efficacy Covary with Their Capacity to Design and Deliver Evidence-Based Practice? |
Quelle | In: International Journal of Inclusive Education, 25 (2021) 7, S.827-842 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Lancaster, Julie) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1360-3116 |
DOI | 10.1080/13603116.2019.1579873 |
Schlagwörter | Preservice Teacher Education; Preservice Teachers; Elementary Education; Undergraduate Students; Self Efficacy; Self Evaluation (Individuals); Instructional Design; Lesson Plans; Evidence Based Practice; Direct Instruction; Inclusion; Disabilities; Foreign Countries; Australia Lehramtsstudiengang; Lehrerausbildung; Elementarunterricht; Self-efficacy; Selbstwirksamkeit; Lesson concept; Lessonplan; Unterrichtsentwurf; Lesson planning; Unterrichtsplanung; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Inklusion; Handicap; Behinderung; Ausland; Australien |
Abstract | Despite the importance of successful inclusive practice, no studies have used objective measures to determine whether pre-service teacher self-efficacy for inclusion covaries with the actual quality of lesson design, classroom practice, and self-evaluation. This study sought to determine the impact of two course design approaches on the levels of self-efficacy and the design, delivery and self-evaluation of lessons by pre-service teachers during a professional learning experience. The study found that differences in the design, delivery and self-evaluation of lessons covaried with the type of course design experienced by the pre-service teachers. Results also indicate that levels of self-efficacy were not related to actual practices of pre-service teachers in the field. N.B. The term 'Course' is used throughout to indicate a single unit of study within an undergraduate programme of study completed by pre-service teachers. (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 | 2024/1/01 |