In-Service and Pre-Service Special Education Teachers' Perception of NCTM Standards: Implications for Professional Development

Autor/inn/en	Alghazo, Emad M.; Alghazo, Yazan M.
Titel	In-Service and Pre-Service Special Education Teachers' Perception of NCTM Standards: Implications for Professional Development
Quelle	In: International Journal of Education and Practice, 8 (2020) 4, S.686-694 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Alghazo, Emad M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2311-6897
Schlagwörter	Special Education Teachers; Preservice Teachers; Student Attitudes; Teacher Attitudes; Standards; Mathematics Instruction; Students with Disabilities; Foreign Countries; Teacher Competencies; Middle East + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Lehrerverhalten; Standard; Mathematics lessons; Mathematikunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Ausland; Lehrkunst; Vorderasien
Abstract	Special Education teachers face increasing difficulties when teaching students with Mathematical learning disorders. The purpose of this study was to investigate whether special education pre-service and in-service teachers in a university in the Middle East are receiving proper training to deal with students with disabilities in learning mathematics. A 24-item self-developed questionnaire was distributed to a sample of 95 (N=95) special education pre-service and in-service teachers. The analysis of the data revealed that pre-service teachers had not accomplished sufficient competency in any of the NCTM standards that are necessary for providing meaningful and useful learning experiences to their future students. However, the analysis of the data revealed that in-service teachers had sufficient competencies in all NCTM standards. These results help to contribute in informing the design and implementation of teacher education programs. Implications of these findings are further discussed along with recommendations for further development within the teacher education program for special education teachers. (As Provided).
Anmerkungen	Conscientia Beam. 19-C, Sunset Lane 3, DHA Phase 2 extension Karachi, Pakistan. e-mail: editor@conscientiabeam.com; Web site: http://www.conscientiabeam.com/journal/61
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01