Abstract
This study examined the change in the attitudes of 70 Israeli Arab pre-service teachers for special education and their professional development resulting from combining three teaching methods (personal diaries, case studies and theoretical models) in a one-semester course. This mixed-methods study included close-ended questionnaires, open-ended questions and personal diaries. Data analyses indicated that the combination of these teaching methods significantly contributed to positive change in pre-service teachers’ attitudes towards students with special needs. It was found that keeping a diary served as a channelling factor for positive cognitive changes, emotional experiences and physical sensations, which pre-service teachers experienced throughout the course. In addition, the case study analysis contributed to acquisition of theoretical knowledge and understanding, and the development of critical thinking.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
