Co-Teaching and Collaboration: Preservice Teachers' Knowledge, Attitudes, and Perceived Sense of Efficacy in Teaching Students with Disabilities

Autor/inn/en	Bowlin, Tamara M.; Bell, Sherry Mee; Coleman, Mari Beth; Cihak, David F.
Titel	Co-Teaching and Collaboration: Preservice Teachers' Knowledge, Attitudes, and Perceived Sense of Efficacy in Teaching Students with Disabilities
Quelle	In: Journal of the American Academy of Special Education Professionals, (2015), S.37-57 (21 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-7466
Schlagwörter	Team Teaching; Preservice Teachers; Quasiexperimental Design; Special Education; Special Education Teachers; Self Efficacy; Teacher Education Programs; Statistical Analysis; Introductory Courses; Inclusion; Online Surveys; Correlation; Regular and Special Education Relationship; Teacher Collaboration; Video Technology; Undergraduate Students; Observation; Multiple Regression Analysis; Teacher Effectiveness; Likert Scales; Teacher Efficacy Scale + Suchen Sie Ihr Suchwort? Teamteaching; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Self-efficacy; Selbstwirksamkeit; Statistische Analyse; Einführungskurs; Inklusion; Korrelation; Lehrerkooperation; Beobachtung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Likert-Skala
Abstract	A quasi-experimental design and multiple regression analysis were used to examine responses of 153 preservice general and special education teachers as a function of (a) participation in an introductory special education course and (b) viewing a co-teaching video (Friend, 2005) versus observing an inclusive classroom. Based on responses to pre- and post-measures (30 test-bank items, Mastropieri & Scruggs, 2010; Preservice Inclusion Survey, Shippen, Crites, Houchins, Tamsey, & Simon, 2005; and Teacher's Sense of Efficacy Scale, Tschannen-Moran, & Woolfolk Hoy, 2001), results showed participants' knowledge, attitudes, and sense of efficacy increased significantly from pre-to post-course survey (p < 0.001). In addition, participants who viewed the co-teaching video scored significantly higher on self-efficacy (p = 0.04) than those who observed in vivo. However, there were no differences in knowledge or attitudes (p > 0.05) based on video versus observation. Finally, attitudes, but not knowledge, significantly predicted sense of efficacy (R[superscript 2] = 0.21). Implications for teacher preparation programs are discussed. (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01