Beyond Exposure to Collaboration: Preparing General-Education Teacher Candidates for Inclusive Practice

Autor/inn/en	Hamman, Doug; Lechtenberger, DeAnn; Griffin-Shirley, Nora; Zhou, Li
Titel	Beyond Exposure to Collaboration: Preparing General-Education Teacher Candidates for Inclusive Practice
Quelle	In: Teacher Educator, 48 (2013) 4, S.244-256 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
DOI	10.1080/08878730.2013.796030
Schlagwörter	Questionnaires; Self Efficacy; Teacher Effectiveness; Teacher Education Programs; Student Teachers; Cooperation; General Education; Regular and Special Education Relationship; Inclusion; Teacher Competencies; Disabilities; Cooperating Teachers; Practicums; Teacher Collaboration; Scaffolding (Teaching Technique); Structural Equation Models + Suchen Sie Ihr Suchwort? Fragebogen; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Co-operation; Kooperation; Allgemein bildendes Schulwesen; Allgemeinbildung; Inklusion; Lehrkunst; Handicap; Behinderung; Cooperation; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Practicum; Praktikum; Praktika; Lehrerkooperation
Abstract	Preparation of new teachers to work effectively in inclusion settings has not kept pace with demands created by recent reforms. General-education candidates typically receive limited exposure to inclusion strategies at the preservice level, and often their only meaningful preparation comes in the practicum setting. The purpose of this article was to examine the manner in which characteristics of cooperating teachers and the practicum settings affected efficacy for teaching students with disabilities. General-education student teachers responded to questionnaires about their collaboration with cooperating teachers, the focus on inclusion instruction in their practicum setting, and their efficacy for providing inclusion instruction. Results from a structural equation model indicated that efficacy is predicted both by focus and by collaboration with the cooperating teacher. Discussion focuses on implications for teacher preparation and directions for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10