Examining the Impact of Professional Development on the Self-Determined Learning Model of Instruction for General and Special Educators

Autor/inn/en	Bojanek, Erin K.; Raley, Sheida K.; Shogren, Karrie A.; Lane, Kathleen Lynne
Titel	Examining the Impact of Professional Development on the Self-Determined Learning Model of Instruction for General and Special Educators
Quelle	(2021), (42 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Faculty Development; Special Education Teachers; Self Determination; Teaching Methods; Teaching Models; Outcomes of Education; Knowledge Base for Teaching; Inclusion; Regular and Special Education Relationship; Secondary Education; Training + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Selbstbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmodell; Lernleistung; Schulerfolg; Teaching theory; Theory of teaching; Unterrichtstheorie; Inklusion; Sekundarbereich; Ausbildung
Abstract	There is limited research examining professional development for general and special education teachers implementing self-determination interventions. This study presents outcomes of a 2-day professional development training for the Self-Determined Learning Model of Instruction (SDLMI) for general and special educators guided by key elements of professional development. Results suggested teachers had positive perceptions of the training and showed improvements in knowledge and skills related to self-determination, but reported no change in perceived usefulness for students. Findings suggested teachers already perceived self-determination to be important and relevant to their students and that this professional development training was successful in improving teachers' knowledge and skills. Further research is needed to examine how this training impacts teacher implementation of the SDLMI and student outcomes. [This paper was published in "Inclusion" v9 n2 p118-133 2021.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01