Finding a Role in Class: A Mixed Methods Study of Prospective Teachers' Beliefs towards Co-Teaching in Inclusive Classes

Autor/inn/en	Siegemund, Steffen; Johannsen, Svenja
Titel	Finding a Role in Class: A Mixed Methods Study of Prospective Teachers' Beliefs towards Co-Teaching in Inclusive Classes
Quelle	In: International Journal of Whole Schooling, 17 (2021) 2, S.38-72 (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1710-2146
Schlagwörter	Preservice Teachers; Student Attitudes; Team Teaching; Inclusion; Regular and Special Education Relationship; Teacher Role; Foreign Countries; Factor Analysis; Germany + Suchen Sie Ihr Suchwort? Schülerverhalten; Teamteaching; Inklusion; Lehrerrolle; Ausland; Faktorenanalyse; Deutschland
Abstract	In a mixed methods design, this study examines prospective teachers' beliefs on co-teaching of general teachers and special education teachers. The quantitative approach comprises the development of a questionnaire regarding beliefs on teachers' roles and benefits of co-teaching in inclusive classes. The model fit and group mean differences of the final sample (n = 510) are reported. In a qualitative approach, focus groups with 56 participants were conducted and analyzed with the grounded theory method to provide further insights into prospective teachers' beliefs. The emerged core categories, role clarification, role reference system, and roles at eye level, disclose a multidimensional understanding of prospective teachers' beliefs on coteaching. (As Provided).
Anmerkungen	Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail: wholeschooling@twmi.rr.com; Web site: http://www.wholeschooling.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01