Preservice General Education Research Articles

예비일반교사의 통합교육 전문성 신장 관련 연구의 동향 분석

Objectives This study aimed to examine the research trends in domestic academic journals that provided activities to enhance professionalism in inclusive education for pre-service general education teachers over the recent 10 years. Methods A total of 51 studies included in the current analysis examined trends in domestic journals in terms of publication year, research types, professionalism of inclusive education, activities for the enhancement of professionalism, and participants. We compared the number of studies conducted for each variable over a 10-year period from 2013 to 2022, analyzing the quantity of research conducted in two 5-year intervals: from 2013 to 2017 and from 2018 to 2022. Results The main findings of the study are as follows. Compared to studies providing curriculum activities, studies providing non-curricular activities were more conducted. In relatively recent years, while the number and the proportion of research in the curriculum activities increased by one study and four percent, the number of research in the non-curricular activities increased by four studies, and proportion increased by 200%. Experimental studies were the most commonly used among research types. In terms of activities to enhance professionalism in inclusive education, perception and attitude were covered in about 90% of all studies, while knowledge and skills were covered in 25% and 17% of all studies, respectively. In terms of activities of professionalism, the curriculum activities were provided at a relatively higher proportion of 84% compared to 16% in the non-curricular activities. Overall, more studies targeting pre-service teachers(37%) and pre-service secondary school teachers(39%) were conducted than studies targeting pre-service elementary school teachers(19%). Conclusions Based on the findings of this study, we provided suggestions for future research, focusing on the areas with relatively less conducted.

Using Mixed Reality to Support Inclusive Teaching Strategies in General and Special Education Preparation Programs

Preparing teacher candidates to provide learning strategies that support the differentiated needs of students should be at the forefront of all educator preparation programs (EPPs). Teacher candidates must become fluid in providing strategies that promote students’ individualized academic and social–emotional growth as well as strategies that support effective collaboration to enhance student productivity across the school environment. This pilot study explored the use of mixed reality (e.g., Mursion) as a tool to support pre-service general and special education teacher preparation and improvement of self-efficacy related to student engagement and instructional strategies. This study collected data on teacher candidates’ pre-/post-self-efficacy and participant self-reflections from an EPP in the United States. The results of this study yielded ideas as to how EPPs can better support teacher candidate preparation using a mixed-reality platform, as data revealed participant increase in self-efficacy and gains in the use of student engagement and instructional strategies that supported the use of evidence-based and high-leverage practices.

Results of a One-Day Seminar on Preservice Teachers’ Incorporation of the UDL Framework in Lesson Design

Students with disabilities are increasingly receiving their instruction in inclusive classrooms. General education teachers continue to report a lack of preparation to address their needs. This study examined the impact of a 6-hour professional development seminar on the Universal Design for Learning (UDL) framework to determine if preservice general and special education teachers’ overall performance in lesson design to reduce barriers, identified through increased attention to student variability, improved. Two lesson plans, preseminar and postseminar, from 242 participants were scored using a modified education field experience (EFE) rubric that included 19 evaluation criteria. A Rasch analysis was used to determine pretest and posttest scoring validity and to enable regression analysis with a continuous outcome variable. Results indicated that the seminar resulted in higher scores for the participants’ postmeasures, controlling for the premeasure effects, as well as unique findings based on subject matter. These findings are presented, as well as implications for future research and practice.

Family Engagement: Developing Relationship-Rich Partnerships With Culturally and Linguistically Diverse Families to Improve Students’ Long-Term Life Outcomes

In addition to the demographic disparities between educators and students, many preservice general and special education teachers report limited exposure to students from culturally and linguistically diverse (CLD) backgrounds and perceive themselves as ill prepared to address the learning needs of diverse populations of students with and without disabilities. This article provides a pragmatic illustration of how school leadership can build relationship-rich partnerships with families using the four fundamental high-impact family and community engagement strategies (relationships and trust, communication, culture and diversity, and collaboration and partnerships) identified by Hernandez (2020). Actionable steps and examples are offered for facilitating effective collaboration with culturally and linguistically diverse families and those of students with special needs to improve student learning outcomes.

Preparing General Education Teachers to Include Students With Extensive Support Needs: An Analysis of “SPED 101” Courses

Students with extensive support needs (ESN) benefit from inclusion in general education settings with their same-age peers. Many teachers, however, report feeling overwhelmed and underprepared to effectively educate students with ESN within general education settings. To mitigate this, we must ensure that content related to the instruction and inclusion of students with ESN in general education settings is included in the introductory special education courses taken by preservice general education teachers, which we refer to as “SPED 101.” Our research team surveyed 302 instructors of SPED 101 courses in general education baccalaureate teacher preparation programs at institutions of higher education across the United States. Data suggest that most instructors cover content related to the instruction and the inclusion of students with ESN, although the extent to which content is addressed varies among instructors, indicating inconsistencies in course content, delivery, and instruction. Limitations, implications, and future research are discussed.

Seeing the Unseen: Applying Intersectionality and Disability Critical Race Theory (DisCrit) Frameworks in Preservice Teacher Education

Background/Context: This paper explores how intersectionality and DisCrit can be used as analytic tools to scaffold preservice teachers’ ability to see the ways in which referrals to and services within special education reproduce inequities as a function of race and perceptions of ability that are rooted in White, middle-class, able-bodied norms. Purpose/Objective/Research Question/Focus of Study: This qualitative study analyzes White preservice teachers’ understanding and application of intersectionality and DisCrit. Applying critical theoretical perspectives, preservice teachers engage in identifying instances of oppression in society and schools and naming the resulting harm to Black students and families. This paper focuses on the following research questions: How do White preservice teachers engage with critical frameworks intended to unearth the impacts of racism and ableism on Black students? What do their responses reveal about preservice teachers’ level of critical consciousness? Population/Participants/Subjects: Participants in this study were preservice general education teachers in the last semester of coursework of an intensive 12-month master’s program in secondary education at a large predominantly White Midwestern university. This study focuses on four self-identified White able-bodied and one White (dis)abled preservice teacher who represent exemplars of the types of engagement evidenced by preservice teachers within the course. Intervention/Program/Practice: The course that was the site of this study focused on preparing preservice teachers to teach and support Students Identified with (Dis)abilities in middle and high school classrooms. The first portion of the course focused on analyzing the history of racism and ableism in special education using critical frameworks. These class sessions provided preservice teachers with frameworks they could apply to their experiences at their school sites and language they needed to discuss racism and ableism. Research Design: This article reports on a qualitative case study of general education preservice teacher engagement with the critical frameworks of intersectionality and disability critical race theory (DisCrit) in a predominantly White teacher education program. Data Collection and Analysis: For the duration of the course, video recordings of whole group discussions and audio recordings of small group discussions were collected. Descriptive and in vivo coding were employed during the first level of coding to closely highlight participants’ perspectives that were rooted in their own language. The second level of analysis captured the content of the ideas expressed by preservice teachers when engaging and employing critical frameworks, and the third level of analysis captured preservice teacher engagement in ways that demonstrated either active adoption, quiet adoption, resistant engagement, or resistant deflection of course material. Findings/Results: There is a fluidity in which preservice teachers move through levels of engagement (active adoption, quiet adoption, resistant engagement, or resistant deflection) when explicitly taught critical frameworks to help them identify and disrupt inequity, in this case, racism and ableism in schools. For example, a preservice teacher may experience dissonance when there is misalignment between their previously held assumptions and new learning. At first, they may resist this knowledge and then adopt new perspectives over time. They may also go back and forth between resistance and adoption, or they may remain resistant throughout the course. Additionally, a preservice teacher may actively adopt course content and frameworks that align with their previous orientations and quietly or actively adopt new frameworks over time. Conclusions/Recommendations: Teaching critical frameworks is an important tool to understanding preservice teachers’ orientations toward inequity. Choosing critical frameworks that undergird teacher education courses supports the development of objectives that are antiracist/antiableist. It also provides teacher educators guidance in choosing materials/artifacts that will encourage preservice teachers to discuss the implications of those frameworks. Critical frameworks provide a method of helping preservice teachers see inequity that aspects of their privilege render invisible and provide an assessment tool for teacher educators to analyze preservice teachers’ orientations toward inequity and how this manifests in their orientation toward students of historically marginalized groups.

Training Preservice General Educators to Collect Accurate Antecedent-Behavior-Consequence Data

Training Preservice General Educators to Collect Accurate Antecedent-Behavior-Consequence Data

The Impact of Interaction with Adults with Disabilities on Preservice General Education Students’ Attitudes towards Disability and Inclusion

ABSTRACT The purpose of this study was to investigate how the interaction project (i.e., Peer Lunch Club Project) influenced preservice general education students’ attitudes towards disability and inclusion. Students enrolled in an introductory special education course were provided opportunities to socially interact with adults with disabilities. A total of 25 students who gave their voluntary consent to take part in this study completed a pre- and post- activity assessment and wrote a reflection on their experiences about interacting with adults with disabilities at the end of the project. Data were analysed through both quantitative and qualitative methods. The statistical analysis of a paired samples t-test showed significant changes in students’ attitudes towards disability, and the qualitative results from their reflections showed how their attitudes towards disability and inclusion had changed after interacting with adults with disabilities. In general, they felt more comfortable with future prospects involving interactions with individuals with disabilities and that these experiences could be applied to their teaching career wherein it can improve their relationships with students with disabilities. Overall, the project could be considered as a successful social interaction project and experience for preservice general education students.

Demonstrating Conceptual Understanding of Fraction Arithmetic: An Analysis of Pre-Service Special and General Educators’ Visual Representations

To provide effective fractions instruction, teachers need deep understanding of fraction concepts (i.e., content knowledge) and skill in using visual representations of fractions to support student learning (i.e., pedagogical content knowledge); yet, research indicates that many pre- and in-service teachers lack knowledge in both areas. The present study examines the performance of 55 pre-service teachers (PSTs) on tasks assessing their procedural and conceptual knowledge of fractions, including a test of their ability to generate visual representations and story problems to model fraction multiplication and division. PSTs demonstrated high levels of procedural and conceptual knowledge of fraction addition and subtraction, moderate procedural knowledge for fraction multiplication and division, and relatively weak conceptual knowledge of fraction multiplication and division. Weak conceptual knowledge was related to inability to accurately model fraction multiplication and division using visual representations and story problems. Implications for research and practice are presented.

Preservice general educators using co-teaching models in math and science classrooms of an urban teacher residency programme: learning inclusive practices in teacher training

ABSTRACT As schools adopt more inclusive practices, educators increasingly collaborate and co-teach to meet the needs of diverse learners. Co-teaching has been found to have benefits for students across elementary and secondary grades. However, there is a need for teacher educators to provide more preservice training in collaboration and in co-teaching. This mixed method study describes the experience of 20 general education teacher candidates, or residents, using co-teaching models to differentiate instruction with their mentor teachers in high school math and science classrooms of a yearlong urban teacher residency programme. Data included surveys on co-teaching and resident evaluations of lessons co-taught with their mentors, and how these practices influence inclusion of children with special needs. Findings indicate some comfort and effectiveness at implementing co-teaching models in the residency. Implications for preparing preservice general educators using co-teaching models in residency are shared.

Training pre-service general educators in assistive technology competencies for students with visual impairments

Teacher knowledge of, and comfort with, assistive technology (AT) is key for student use of AT. Previous research identified the AT competencies needed for instructing students with visual impairments (VI) and level of competency required in each. The authors selected 20 of the competencies most appropriate for general education teachers instructing students with VI and investigated the impact of pre-service teacher training in AT on their self-rated competency levels. Pre-service teachers were given a pre-test (using qualitative and quantitative measures), trained in AT using a scavenger hunt in the AT Lab at the university where the study took place, and then completed a post-test of the same measures. Participants could name more AT software and devices on the post-test and viewed themselves as more competent with regards to the 20 SAT competencies.

Training preservice general education teachers in response to intervention: A survey of teacher educators throughout the United States

Response to intervention (RTI) is an evidence-based approach to educational service delivery that is being increasingly adopted by schools across the country. To effectively implement RTI models, teachers require specialized training. Little is currently known, however, about the extent to which this training is being provided at the preservice level. The purpose of this survey study was to learn more about RTI-related training provided to preservice general educators in undergraduate elementary education programs. Respondents included 95 program directors of accredited college/university teacher education programs across the United States. Participants reported providing varying levels of didactic and applied training related to each of the six core components of RTI (i.e., multitiered service delivery, universal screening, progress monitoring, data-based decision making, evidence-based interventions, and fidelity of implementation). Although most teacher educators were familiar with the overall concept of RTI, over a third of respondents were not familiar with the core component of fidelity of implementation, and reported providing limited training opportunities in this area. Respondents also indicated whether preservice teachers in their programs receive training related to specific progress monitoring tools and evidence-based interventions. Implications for school psychologists, who frequently collaborate with teachers to implement RTI models, are discussed.

Interrogating the Intersections Between General and Special Education in the History of Teacher Education Reform

This article provides an historical analysis of major reforms in teacher education, beginning in the 1970s, specifically focusing on the opportunities each reform presented to build a shared agenda across pre-service general and special education, and the constraints that operated on them. The analysis revealed the existence of several such intersections, each of which created substantive occasions for joint action across general and special education at every stage of teacher education reform. However, four factors— policy, funding, timing, and norms of separation—appear to have operated as constraints upon mining the capacity of these potential intersections. If the promise of a cohesive system of education capable of and committed to supporting struggling students across multiple and intersecting diversities is to be realized, it will be critical to coalesce around a comprehensive equity agenda that builds on the intersections that continue to exist between general and special education.

Expanding Dispositions for Literacy: General Educators as Literacy Gatekeepers

ABSTRACTStudents with disabilities continue to be denied literacy rich experiences with their non-disabled peers. Throughout this article the authors explore how narrow, ability-focused teacher dispositions can perpetuate low expectations and can preemptively deny students with disabilities access to meaningful literacy experiences. Hence, the development of an inclusive literacy disposition is crucial to providing access to robust learning experiences for students with disabilities. The authors describe a research study that utilizes journal writing and a role-play intervention with pre-service general educators in a graduate literacy methods course. Analysis of post-intervention data suggests it is possible to shift narrow, ability-orientated dispositions to broader and more inclusive conceptualizations that support students with disabilities. Implications for both research and practice are discussed.

Using PulpMotion videos as instructional anchors for pre-service teachers learning about early childhood special education

Providing pre-service early childhood general educators with a strong knowledge base of key aspects of early childhood special education is essential in the United States as US federal law mandates it. Specifically, the Individuals with Disabilities Education Act (IDEA) stipulates that children with special needs must to be placed in the least restrictive environment, and thus this legislation increases the number of young children with special needs in general education settings (Cook, Klein, Tessier, 2008; Crockett & Kauffman, 2013; Siegel, 2007). For many pre-service early childhood educators, learning about concepts in early childhood special education can be challenging given that pre-service general educators can often feel uncomfortable with potentially working with children with special needs, a population that they may feel they have little understanding of how to effectively teach (Henning & Mitchell, 2002). However, teacher education approaches that allow the exploration of various perspectives about inclusive practices while also developing critically reflective thinking skills can promote a sound understanding of inclusive teaching practices (Silverman, 2007). This study introduced an anchored instructional experience using a software program called PulpMotion to create video media to bridge meaningful understandings of general educators with potentially challenging knowledge of early childhood special education. Pre-service early childhood educator s presented with the PulpMotion created anchored instructional video experiences were shown to have a marked increase of on-line discussion board postings and reviews of non-required reading of early childhood special education.International Research in Early Childhood Education, vol. 5, no. 1, p. 56-63

Analysis of Instructor Teaching Experiences in an Introduction Course in Special Education for Pre-service General Education Teachers

Analysis of Instructor Teaching Experiences in an Introduction Course in Special Education for Pre-service General Education Teachers

Universal Design for Learning

Students with disabilities are increasingly educated in inclusive settings. Despite this shift, general education teachers typically do not receive adequate preparation for meeting their learning needs. Such deficiencies in preparation have lasting negative postsecondary consequences for students with disabilities. Universal Design for Learning (UDL), a framework of principles for curriculum development that seeks to provide all students with an opportunity to learn, is commonly cited as an educational approach that facilitates inclusive settings. Research suggests that UDL-based instruction fosters improved learning outcomes for students with and without disabilities. The purpose of this study is to examine the incorporation of UDL into preservice general education teacher preparation programs. An online survey was administered to general education faculty members in programs participating in Teacher Quality Enhancement (TQP) grants. TQP participants are expected to prepare educators to understand teaching practices and research that are consistent with UDL. The data collected indicate that UDL is being taught in a wider range of programs and states than previously documented. However, the depth of this penetration appears limited; the survey results suggest that awareness and instruction of the framework were modest for programs with TQP grants. Among faculty who do teach UDL, nearly all address all three UDL principles. At least two thirds provide instruction on seven of the nine associated guidelines. Several barriers to instruction were identified, including a lack of awareness and—among those aware of it—insufficient knowledge of the framework. Recommendations for future research are also discussed.

Problems, visions and concerns of pre-service music and general education teachers in Greece resulting from their teaching practice in music

This study explores music education teaching practice in Greece, collecting data from three university departments: two music departments (M1 and M2) and one primary education department (P) during the academic year 2006–2007. The project was based on data from 84 students (N = 84). Fieldwork in students' teaching practice comprised a selection of: (1) daily teaching plans, (2) students' self-evaluation diaries for each of their teaching lessons and (3) note-keeping from the regular meetings between the academic instructor and the students during the teaching practice period. Data from each of the three university departments are first described separately; then a comparison among the three departments is made, which is based on the following three strands: (1) what problems students faced, (2) what kind of help they needed the most and (3) what they gained out of their teaching practice.

Analysis of the Images of Special Education Teachers Perceived by Pre-Service General Education Teachers

Analysis of the Images of Special Education Teachers Perceived by Pre-Service General Education Teachers

Possibility of Implementing SWPBS Model Perceived by Preservice General Education Teachers and Preservice Special Education Teachers

본 연구는 학교차원의 긍정적행동지원(SWPBS) 모형의 현장 적용 가능성에 대한 예비일반교사와 예비특수교사들의 인식 차이를 조사하고자 하였다. 이를 위해 예비일반교사 113명과 예비특수교사 85명 중 총 198명을 대상으로 한 설문을 통하여, SWPBS를 구성하고 있는 3단계 행동지원의 단계별 적용 가능성과 단계 내 주요 요소별 적용 가능성에 대한 인식을 조사하였다. 그리고 수집된 결과는 t-test를 이용하여 비교?분석되었다. 또한, 주요 요소별로 현장 적용 시 예상되는 어려움이 무엇인지를 살펴보았다. 연구 결과, SWPBS의 단계별 적용 가능성에 대해서 두 예비교사 집단은 2단계인 소그룹단위 행동지원과 3단계인 개별단위 행동지원에서 유의미한 차이를 보였다. 두 번째로 SWPBS의 단계 내 주요 요소별 적용 가능성에 대한 두 예비교사집단의 인식차이를 살펴본 결과, 1단계인 학교단위 행동지원에서는 모든 항목에서 유의미한 차이를 보이지 않았다. 2단계인 소그룹단위 행동지원에서는 “행동관리프로그램, 사회성기술 등 효과적인 교수법 제공” 등을 포함하는 4개 항목에서 유의미한 차이를 보였다. 3단계인 개별단위 행동지원에서는 “구체적인 문제행동 측정” 등을 포함하는 5개의 항목에서 두 집단은 상이한 인식을 보이는 것으로 나타났다. 적용가능성이 낮은 이유에 대해서는 예비일반교사는 교사와 학생들의 비협조, 교사의 업무과다를 들었고, 예비특수교사는 교사 간 협력의 어려움, 교사의 역량 부족을 들었다. 끝으로 이러한 연구 결과를 중심으로 한 논의와 함께 후속 연구에 대한 방향을 제안하였다.