An Analysis of Social Skills Instruction Provided in Teacher Education and In-Service Training Programs for General and Special Educators

Autor/inn/en	Dobbins, Nicole; Higgins, Kyle; Pierce, Tom; Tandy, Richard D.; Tincani, Matt
Titel	An Analysis of Social Skills Instruction Provided in Teacher Education and In-Service Training Programs for General and Special Educators
Quelle	In: Remedial and Special Education, 31 (2010) 5, S.358-367 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932509338363
Schlagwörter	Disabilities; Measures (Individuals); Special Education Teachers; Interpersonal Competence; Teacher Competency Testing; Inservice Teacher Education; Check Lists; Knowledge Base for Teaching; Pedagogical Content Knowledge; Teacher Education Curriculum; Instructional Effectiveness; Knowledge Level + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Messdaten; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Interpersonale Kompetenz; Lehrerfortbildung; Checkliste; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Unterrichtserfolg; Wissensbasis
Abstract	An adapted version of the "Teacher/Staff Skillstreaming Checklist" was used to determine the level, type, and area of social skills instruction provided to general and special education teachers. Nine universities participated in the study in which facilitators advertised the adapted questionnaire to licensed general and special education teachers enrolled in university-based degree programs over a 6-month period. A total of 237 participants completed the questionnaire. Results indicate that general and special education teachers receive a limited amount of direct and incidental social skills instruction in their preservice and/or in-service training programs. The general and special education teachers reported receiving more instruction in particular areas of social skills within their in-service training. Special education teachers who teach in self-contained settings did not receive more social skills instruction than did resource room teachers in preservice or in-service training programs. However, special education teachers who teach in resource rooms did receive more social skills instruction than did general education teachers, but only in their preservice training programs. (Contains 4 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 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	2017/4/10