A Study of Preservice Teachers' Attitudes toward Inclusion

Rademacher, Joyce; Wilhelm, Ronald W.; Hildreth, Bertina L.; Bridges, Deanna L.; Cowart, Melinda T.

doi:10.1080/00131729808983802

Cited by 8 publications

(8 citation statements)

References 4 publications

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“…(3) Pre-service teachers who were on four-year courses showed lower levels of perceived teaching-efficacy (mean = 4.65, SD = 0.59) than those who were on one-year courses (mean = 4.86, SD = 0.51). This finding also contradicts the popularly held belief that longer length of training is better for developing higher teaching-efficacy of pre-service teachers than shorter training (Carroll, Forlin, & Jobling, 2003;Rademacher, Wilhelm, Hildereth, Bridges, & Cowart, 1998;Theaker, 2008).…”

contrasting

confidence: 74%

“…gender, course length, previous teaching experience) and pre-service teachers' attitudes towards IE. Rademacher, Wilhelm, Hildereth, Bridges, and Cowart (1998) examined attitudes of pre-service teachers towards IE in the United States, focusing on the influence of length of the pre-service teacher education course as well as the number of courses undertaken on disability and inclusion. The pre-service teachers were enrolled in three different courses that varied in length from three weeks, one semester, to two semesters (full-year).…”

Section: Introductionmentioning

confidence: 99%

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Predicting pre-service teachers’ preparedness for inclusive education: Bangladeshi pre-service teachers’ attitudes and perceived teaching-efficacy for inclusive education

Ahsan

Deppeler

Sharma

2013

Cambridge Journal of Education

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This study reports on the second phase of a larger study, which investigated the preparedness of pre-service teachers to teach in inclusive classrooms in Bangladesh. Phase 1 employed two standardised scales that were used with 1623 pre-service teachers from 16 teacher education institutions to measure their attitudes and perceived teaching-efficacy for inclusive education. The findings of Phase 1 indicated that the level and length of training, along with gender, influenced both teacher attitudes and teaching-efficacy. In Phase 2, semi-structured interviews with six administrative heads of the pre-service teacher education institutions were conducted in order to better understand these findings. Outcomes of Phase 2 indicated that curriculum, teacher-related and a number of contextual variables may explain the differences in the findings of this study that were in sharp contrast to those from previous international research. Recommendations for policy and curriculum reform for pre-service teacher education are also made.

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contrasting

confidence: 74%

Section: Introductionmentioning

confidence: 99%

Predicting pre-service teachers’ preparedness for inclusive education: Bangladeshi pre-service teachers’ attitudes and perceived teaching-efficacy for inclusive education

Ahsan

Deppeler

Sharma

2013

Cambridge Journal of Education

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“…As it is presented throughout the literature, pre-service teachers' concerns about meeting individual needs has been thoroughly recorded (Brownlee & Carrington, 2000;Cavendish & Espinosa, 2013;Cook, 2002;Greenfield et al, 2010;Rademacher et al, 1998). We're doing the paperwork, but we can't get her any services.…”

Section: Qualitative Findingsmentioning

confidence: 99%

“…Thus, the concerns of general education pre-service teachers on teaching students with disabilities in general education settings are well documented (Brownlee & Carrington, 2000; Conderman & Johnston-Rodriguez, 2009; Cook, 2002; Rademacher, Wilhelm, Hildreth, Bridges, & Cowart, 1998). With increasing numbers of students with disabilities in the general education classroom, these concerns are even more pressing.…”

Section: Concerns Of Pre-service Teachersmentioning

confidence: 99%

General Education Pre-Service Teachers’ Levels of Concern on Response to Intervention (RTI) Implementation

Barrio

Combes

2014

Teacher Education and Special Education: The Journal of the Tea

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Revisions to Individuals with Disabilities Education Improvement Act (IDEIA) proposed alternative models, such as Response to Intervention (RTI), as a preventive measure that supports students at risk. As teachers’ roles evolve in response to RTI, teacher preparation programs must adjust their focus and curriculum accordingly. A mixed-methods design was used to explore general education pre-service teachers’ concerns regarding the implementation of RTI based on the Concerns-Based Adoption Model. Results suggest pre-service teachers focused their concerns on feeling unprepared and not understanding how to effectively implement RTI. These implications may guide teacher preparation programs as they assess the readiness of their pre-service teachers to effectively implement RTI.

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“…Support and assistance have been associated with positive changes in attitudes when combined with information and observation (Larrivee, 1981;Dileo & Malloy, 1990). Rademacher, Wilhelm, Hildreth, Bridges, and Cowart (1998) studied groups of general education preservice teachers who received their special education content in different configurations: university-based courses and field-based courses. They found positive attitude changes in students who participated in a two-semester, field-based program in a Professional Development School (PDS) setting.…”

Section: Research Related To Attitudes About Inclusionmentioning

confidence: 99%

Using Problem-Based Learning as a Tool for Learning to Teach Students with Special Needs

Levin

Hibbard

Rock

2002

Teacher Education and Special Education: The Journal of the Tea

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Rock, T.T. (2002). Using problem-based learning as a tool for learning to teach students with special needs. Teacher Education and Special Education, 25 (3) This article describes how Problem-based learning (PBL) was used as a pedagogical tool to help prospective teachers (a) define various disabilities, (b) learn teaching strategies for inclusion settings, and (c) value collaboration with other professionals. Qualitative and quantitative data are reported about the influence of the PBL experience on 44 preservice teachers during a semester-long PBL experience. Our findings indicate that engagement in PBL can help prospective teachers begin to acquire the knowledge, skills, and attitudes needed to work with children with disabilities in a problem-solving atmosphere that models and emphasizes peer collaboration. Article:Teacher educators employ many forms of pedagogy in order to foster the knowledge, skills, and dispositions that prospective teachers need to be successful in diverse classrooms. Many of those methods focus on direct instruction but other forms of pedagogy can be used to engage learners more actively and to promote the application of knowledge gained to classroom practices. In our work with preservice general education undergraduates we felt the need to use methods that would help prospective teachers apply what they were learning in order to be better teachers of students with special needs. We also needed methods that would help teacher candidates who would not take a special education course develop important skills and positive attitudes for working with students with disabilities and for collaborating with other professionals to meet the needs of their students with disabilities.Problem-based learning (PBL) is one instructional approach that encourages teachers to apply their developing knowledge base to real-world issues as they try to solve complex problems and dilemmas related to teaching and learning (

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A Study of Preservice Teachers' Attitudes toward Inclusion

Cited by 8 publications

References 4 publications

Predicting pre-service teachers’ preparedness for inclusive education: Bangladeshi pre-service teachers’ attitudes and perceived teaching-efficacy for inclusive education

Predicting pre-service teachers’ preparedness for inclusive education: Bangladeshi pre-service teachers’ attitudes and perceived teaching-efficacy for inclusive education

General Education Pre-Service Teachers’ Levels of Concern on Response to Intervention (RTI) Implementation

Using Problem-Based Learning as a Tool for Learning to Teach Students with Special Needs

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