Exploring Ways to Support Preservice Teachers’ Use of UDL in Planning and Instruction

There is limited research documenting current efforts to support preservice teachers to use the universal design for learning (UDL) framework in authentic teaching experiences. To increase knowledge on the effects of preparing preservice teachers to incorporate the UDL framework, researchers examine...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Journal of educational research and practice (Minneapolis, Minn.) Minn.), 2019-10, Vol.9 (1), p.261
Hauptverfasser: Lowrey, K. Alisa, Classen, Audra, Sylvest, Anne
Format: Artikel
Sprache:eng
Schlagworte:
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung:There is limited research documenting current efforts to support preservice teachers to use the universal design for learning (UDL) framework in authentic teaching experiences. To increase knowledge on the effects of preparing preservice teachers to incorporate the UDL framework, researchers examined the effects a UDL professional development seminar that was delivered during the student teaching phase had on eight teacher candidates during their K–12 placement. Using a concurrent triangulation mixed-method design, researchers examined lesson plans, video footage of teaching, teacher candidate reflections on their teaching sample, and university supervisor measures of the same sample before and after the UDL seminar. Findings are shared as well as recommendations for future practice.
ISSN:2167-8693
2167-8693
DOI:10.5590/JERAP.2019.09.1.19