Delving Deeper into the Construct of Preservice Teacher Beliefs about Reading Instruction for Students with Disabilities

Autor/inn/en	Leko, Melinda M.; Kulkarni, Saili; Lin, Meng-Chuan; Smith, Shane A.
Titel	Delving Deeper into the Construct of Preservice Teacher Beliefs about Reading Instruction for Students with Disabilities
Quelle	In: Teacher Education and Special Education, 38 (2015) 3, S.186-206 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406414557677
Schlagwörter	Preservice Teachers; Student Attitudes; Disabilities; Reading Instruction; Beliefs; Special Education Teachers; Teacher Attitudes; Qualitative Research; Semi Structured Interviews; Coding; Family Role; Student Motivation; Individualized Instruction; Teaching Methods; Teaching Experience; Student Experience + Suchen Sie Ihr Suchwort? Schülerverhalten; Handicap; Behinderung; Leseunterricht; Belief; Glaube; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Qualitative Forschung; Codierung; Programmierung; Schulische Motivation; Individualisierender Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Studienerfahrung
Abstract	The purpose of this study was to complete an in-depth examination of the construct of teacher beliefs by investigating preservice teachers' beliefs about reading instruction for students with disabilities. Interview and artifact data were collected for 11 preservice teachers during a 10-month period. Dimensions of beliefs investigated were expressed beliefs and beliefs-in-use, the stability of beliefs, and sources of beliefs. Results indicate that preservice teachers' beliefs systems are complex, made up of enduring, deeply rooted expressed beliefs as well as beliefs-in-use that are highly dependent on discipline-specific working knowledge. These beliefs are not the same in how they are formed or sustained; thus, an implication of this study's findings is that researchers and teacher educators be more specific and explicit when describing studies of preservice teacher beliefs. Additional implications for future research and practice regarding the relationship between teacher beliefs and teacher education are provided. (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	2020/1/01