Improving Learning Opportunities for Special Education Needs (SEN) Students by Engaging Pre-Service Science Teachers in an Informal Experiential Learning Course

Autor/inn/en	Kang, Da Yeon; Martin, Sonya N.
Titel	Improving Learning Opportunities for Special Education Needs (SEN) Students by Engaging Pre-Service Science Teachers in an Informal Experiential Learning Course
Quelle	In: Asia Pacific Journal of Education, 38 (2018) 3, S.319-347 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kang, Da Yeon) ORCID (Martin, Sonya N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2018.1505599
Schlagwörter	Educational Opportunities; Teacher Education Programs; Preservice Teachers; Special Education; Special Needs Students; Science Teachers; Experiential Learning; Preservice Teacher Education; Science Instruction; Inclusion; Foreign Countries; South Korea + Suchen Sie Ihr Suchwort? Bildungsangebot; Bildungschance; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Experiental learning; Erfahrungsorientiertes Lernen; Lehramtsstudiengang; Lehrerausbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Inklusion; Ausland; Korea; Republik
Abstract	Inclusive education (IE) has the potential to improve special education needs (SEN) students' learning outcomes, but IE requires teachers receive adequate training to be effective. We introduce an approach to pre-service teacher preparation using experiential learning in an informal learning environment to educate beginning teachers about effective science teaching for SEN students. Using data collected from observations, survey, interviews, and autobiographical reflections, we explored how teachers' engagement in an informal teaching experience impacted their perceptions about SEN students, their beliefs about the value of teaching science to SEN students, and their beliefs about their future responsibilities to support SEN students in inclusive classrooms. Findings expand our understanding of how to prepare new science teachers to improve science learning for students who are routinely marginalized in formal educational settings. Building from these findings, we discuss the need for transforming pre-service teacher education using university-based experiential learning courses that simultaneously offer SEN students targeted, high quality content learning experiences that could also have a positive impact on SEN students' attitudes about and achievement in science. We conclude by raising questions about the need for expanded policy, teacher preparation programmes, and additional research focused on improving science teaching and learning for SEN students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01