Evaluating the Impact of Joint Activities Involving Special and Elementary Preservice Teachers on Their Interactions and Their Beliefs, Attitudes, Roles Expectations in Inclusive Education
Lee, Eunjoo
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https://hdl.handle.net/2142/79625
Description
Title
Evaluating the Impact of Joint Activities Involving Special and Elementary Preservice Teachers on Their Interactions and Their Beliefs, Attitudes, Roles Expectations in Inclusive Education
Author(s)
Lee, Eunjoo
Issue Date
2001
Doctoral Committee Chair(s)
Renzaglia, Adelle
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Elementary
Language
eng
Abstract
The purpose of this study was to evaluate the extent to which video teaching vignette activities in a course, in which special and elementary education preservice teachers were jointly enrolled during the first year of their teacher education, affected preservice teachers' perceptions of inclusive education, related teaching practices, and interactions between the preservice teachers. Data collection methods used for this study included surveys, individual reflections, interviews, and observations. Findings suggest that the video teaching vignettes, individual reflections, and discussions were effective in sensitizing preservice teachers to issues and practices in inclusive education. Findings also suggest that the interventions were effective in helping preservice teachers define the wide range of their roles and responsibilities in inclusive classrooms. Joint-course enrollment was effective in fostering social and professional relationships between special and elementary preservice teachers.
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