The effectiveness of a special school experience for improving preservice teachers’ efficacy to teach children with special educational needs and disabilities
Increasingly, preservice teachers are required to demonstrate their ability to effectively cater for the needs of a diverse range of learners, including those with special educational needs and disabilities (SEND). Higher education institutions (HEI) delivering teacher education programmes are respo...
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| Veröffentlicht in: | British educational research journal 2020-10, Vol.46 (5), p.909-928 |
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| container_title | British educational research journal |
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| creator | Coates, Janine K. Harris, Jo Waring, Michael |
| description | Increasingly, preservice teachers are required to demonstrate their ability to effectively cater for the needs of a diverse range of learners, including those with special educational needs and disabilities (SEND). Higher education institutions (HEI) delivering teacher education programmes are responsible for promoting the development of inclusive practices. This multi‐method study assessed the effectiveness of a special school experience for preservice teachers at one HEI in England. A total population sample of 48 preservice teachers completed self‐efficacy questionnaires at three time points during their training; and 13 took part in qualitative semi‐structured interviews towards the end of the study. Analysis of variance (ANOVA) findings from the questionnaire data showed that the experience had a significant positive impact on preservice teachers’ self‐efficacy, improving knowledge, understanding and confidence to teach inclusively. A thematic analysis of the qualitative findings revealed that the experience challenged preservice teacher expectations about learners with SEND, developing understanding about learner needs and effective differentiation. This article concludes with recommendations for effective inclusion training for preservice teachers. |
| doi_str_mv | 10.1002/berj.3605 |
| format | Article |
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| fulltext | fulltext |
| identifier | ISSN: 0141-1926 |
| ispartof | British educational research journal, 2020-10, Vol.46 (5), p.909-928 |
| issn | 0141-1926 1469-3518 |
| language | eng |
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| source | EBSCOhost Education Source; Wiley Online Library All Journals |
| subjects | Children Differentiation Disorders Educational needs Educational programs Efficacy Experiential Learning Foreign Countries Higher education inclusion Inclusive education Individualized Instruction initial teacher education Instructional Effectiveness Mixed methods research Preservice Teachers Preservice training Qualitative research Questionnaires Self Efficacy Special needs children Special Needs Students Special Schools Student teachers Students with Disabilities Teacher education Teachers Teaching Experience Variance analysis |
| title | The effectiveness of a special school experience for improving preservice teachers’ efficacy to teach children with special educational needs and disabilities |
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