Pre-service Special Education Teachers Research Articles

Assistive technologies for visual impairments: Development and validation of self‐efficacy scale for preservice teachers

AbstractThis article describes the development and validation process of a scale designed to assess the assistive technology (AT) knowledge of preservice special education teachers related to visual impairment (VI). The scale was administered to two groups of preservice special education teachers, and data from the first group (N = 291) were subjected to an exploratory factor analysis (EFA). The results of the EFA revealed that the scale had a five‐factor structure, which included “braille technologies,” “accessibility for documents and software,” “AT for diverse needs,” “AT for accessing print,” and “AT for transforming content into accessible digital format.” Based on the findings of the EFA, the researchers revised the scale and applied it to the second group of preservice teachers (N = 119) to confirm the five‐factor structure through a confirmatory factor analysis (CFA). The fit indices calculated during the CFA indicated a good model fit. By following a systematic approach, a valid 23‐item scale for assessing AT knowledge related to VI was developed. This study offers a useful assessment tool and knowledge constructs for designing AT courses.

예비특수교사의 AI⋅디지털 역량에 대한 인식 및 우선순위 분석

The purpose of this study was to derive priorities by investigating the awareness of AI⋅digital competencies for pre-service special education teachers and analyzing the importance and performance of each AI⋅digital sub-competence. To achieve the purpose of the study, a survey was conducted on 95 pre-service special education teachers using the AI⋅digital competence system of pre-service and in-service teachers developed through the AIEDAP project. IPA analysis was performed for data analysis, Borich needs analysis was calculated, and LF model analysis was performed. Results were as follows; First, the AI⋅digital competencies of pre-service special education teachers were shown to be at the beginner or intermediate level, and the competencies in the areas of teaching performance were somewhat low. Second, as a result of the LF model analysis, there were 8 required competencies in the highest priority group that were located in the HH quadrant and showed high Borich needs. Third, high-priority competencies mainly corresponded to education practice areas, especially, the areas of education-context analysis and teaching performance. The implications of the research results were discussed focusing on the diagnosis of the AI⋅digital competencies of pre-service special education teachers, the necessity of programs to enhance AI⋅digital competencies, and considerations when constructing programs. The limitations of the study and suggestions for future research were discussed.

Graph Out Loud: Pre-Service Teachers' Data Decisions and Interpretations of CBM Progress Graphs.

Data-based instruction (DBI) is a process in which teachers use progress data to make ongoing instructional decisions for students with learning disabilities. Curriculum-based measurement (CBM) is a common form of progress monitoring, and CBM data are placed on a graph to guide decision-making. Despite the central role that graph interpretation plays in the successful implementation of DBI, relatively little attention has been devoted to investigating this skill among special education teachers. In the present study, we examined the data decisions of 32 pre-service special education teachers (29 females and 3 males). Participants viewed data presented sequentially on CBM progress graphs and used a think-aloud procedure to explain their reasoning each time they indicated they would make instructional changes. We also asked participants to make the same type of decisions in response to static CBM progress graphs depicting 10 weeks of data. Overall, there was inconsistency in pre-service teachers' responses related to when or why they would make an instructional change. Decisions were often influenced by graph-related features, such as variability in the data. Furthermore, responses suggested misunderstandings that led to premature instructional change decisions and reliance on individual data points.

예비특수교사교육자의 체육교수경험에 대한 셀프연구

Objectives The purpose of this study was to explore the concrete reality of the agony, reflective deliberation, and growth of the educational phenomena manifested in the physical education teaching experience of pre-service special education teachers.
 Methods For this purpose, self-research method was used to collect data through self-reflection paper, curricu-lum organization, curriculum reconstruction, lecture plan, and CQI, which recorded the contents of all the educa-tional experiences and phenomena in the physical education class, the process and results of the physical educa-tion class, the relationship with the fellow professors, the process and results of forming the learning community, the interaction with the students in the class, .,The collected data were analyzed using the area analysis and clas-sification analysis proposed by Spradley (1979).
 Results It was categorized into ‘the difference between reality and educational belief’ and ‘cognitive bias’ as the story of worries in the course management process, and ‘the formation of learning community’ and ‘experience network’ as the story of reflective deliberation process. In addition, it was categorized into ‘reconceptualization of physical education class’ and ‘variation of physical education class’ as a growth story through the worries of course management.
 Conclusions The researcher's agony in the dilemma situation could be reborn as an educational expert through the field of reflective deliberation, consilience, and practical experience as a producer of knowledge.,The process of communication in reflective deliberation and practical experience was an essential process in the teacher educa-tion curriculum, and its meaning and value were great in that it could form an integrated learning culture.

Three Approaches to Using Mixed Reality Simulations for Teacher Preparation and Recruitment of Future Teachers

Mixed reality simulations have versatility in both the preparation as well as the recruitment of future teachers. We describe three approaches that have led to successful outcomes for general and special education preservice teachers, as well as in the recruitment of future teacher candidates from the high school level. First, we explored the use of TeachLivE™ to enhance special education teacher candidates’ behavior observation skills when conducting functional behavior assessments. Second, we studied the impact of different simulation methods on early childhood candidates’ preparedness to communicate with parents and caregivers about sensitive topics. Finally, we utilized TeachLivE™ as a recruitment tool to engage current high-achieving high school students in the teaching and reflection process as part of their on-campus dual credit program. In all cases, candidates and students valued the simulation experiences, recognizing the opportunity to deliver instruction in supportive environments with immediate feedback, coaching, and practice opportunities.

The impact of an online training program on pre-service teachers’ knowledge and beliefs about dyslexia

ABSTRACT This study aimed to assess the impact of online dyslexia training on the knowledge and beliefs of 64 pre-service special education and primary school teachers regarding dyslexia. The Scale of Knowledge and Beliefs about Developmental Dyslexia was utilised to gauge participants’ understanding and perspectives on dyslexia. The training specifically targeted the enhancement of early literacy, reading fluency, and reading comprehension skills in children with dyslexia over 2 weeks. Results indicated a significant improvement in participants’ knowledge and beliefs concerning dyslexia following the online training. These findings suggest that the online dyslexia training holds promise in enhancing pre-service teachers’ grasp of dyslexia. The study discusses limitations and provides recommendations for future research to further refine online training strategies and address persistent challenges in assisting students with dyslexia.

예비유아교사와 예비특수교사의 세계시민성과 세계시민역량 비교

This study is a comparative analysis of global citizenship and global citizenship competency between pre-service special education teachers and pre-service early childhood teachers, and is based on the subject's background variables(grade, gender, experience in global citizenship activities, experience in taking global citizenship education). A sample of 225 pre-service education teachers in the college of education was included in the study. The results of this study were following. There were no difference between the two groups of pre-service teachers in global citizenship competency. However, pre-service special education teachers's global citizenship were higher than pre-service early childhood education teachers. There were differences in knowledge among the sub-domains of global citizenship. The study findings indicated that the global citizenship and global citizenship competency were different according the major, grade, gender, global citizenship education's experience. Additionally, there were significant correlation between pre-service education's global citizenship and global citizenship competencies. These results will serve as basic data for those in charge of teacher training institutions to provide global citizenship education for prospective teachers in universities, and will further help develop various global citizenship education programs according to the characteristics of prospective teachers' majors.

예비 특수교사의 역량표준기반 시각장애학생교육 프로그램 참여경험 연구

This study developed a 15-week short-term program specialized in teaching students with
 visual impairment and explored the participation experiences of pre-service special education
 teachers in the program. The researcher extracted core standards for teaching students with visual
 impairments based on literature review and expert review, then collected the outcome portfolios
 and in-depth interview data from eight pre-service special education teachers. The study findings
 indicated that standards-based short-term activities provided practical and case-based learning
 opportunities, enabling participants to acquire professional competencies for teaching students with
 visual impairments. The participants gained specific knowledge and skills, including the understanding
 of learners with visual impairments, expertise in teaching, and practical experience in school
 settings. The study demonstrated how a standards-based approach benefits pre-service special
 education teachers, providing them with authentic experiences and a solid foundation for special
 education teacher preparation programs.

Perceptions of pre-service special education teachers in South Korea toward teaching physical education for students with disabilities

ABSTRACTThe purpose of the study was to examine the perceptions of pre-service special education teachers in South Korea towards teaching physical education to students with disabilities. The qualitative descriptive case study was used to examine the perceptions of five pre-service special education teacher candidates using in-depth semi-structured interviews, a review of the teacher education curriculum, and the researchers’ field notes. The data were analyzed using constant comparative data analysis and exposed three themes, which were: (a) teaching students with disabilities in South Korea, (b) a lack of competency in teaching physical education, and (c) the challenges of teaching students with disabilities. In this study’s results, pre-service special education teacher candidates showed a lack of competency in teaching physical education to students with disabilities. Nevertheless, teacher candidates realised the many benefits of students’ participation in physical education classes. Therefore, it has been suggested that university faculty in teacher education programs should provide an opportunity for pre-service special education teachers to engage in practicum training and take classes to increase their content knowledge in teaching physical education.

Factors influencing the intention of trainee special education teachers to integrate assistive technology into teaching students with disabilities in the United Arab Emirates

Technology has been incorporated into the educational systems of many countries as a teaching and learning tool. Contemporary discourse has focused on how to prepare teachers to utilise technology in their teaching practice. Although most pre-service elementary school teachers in the United Arab Emirates are women, studies have not yet investigated their acceptance of or preparedness to use technology in the classroom. Therefore, it is necessary to investigate whether the training provided to pre-service special education teachers equips them with sufficient skills to support students with disabilities. The present study used the technology acceptance model (TAM) as a theoretical lens to examine the factors that impact female pre-service special education teachers' intention to incorporate assistive technology (AT) in teaching students with disabilities. A survey based on TAM was used to collect data from 138 participants and test four study hypotheses. Regarding data analysis, SPSS and AMOS version 28 software were used to conduct exploratory factor, confirmatory factor and path analyses. Two of the four hypotheses were supported. The results provide support for the four-factor TAM structure, with two predictors – perceived ease of use and computer self-efficacy – supporting pre-service teachers’ intention to use AT to teach students with disabilities in the classroom. Teacher educators and policymakers should consider the TAM construct when preparing pre-service teachers to effectively support all students. Specifically, teacher development and stakeholder engagement with AT resources are needed to optimise the learning of children with disabilities.

An Evaluation of Online Training on Pre-service Special Education Teachers’ Case Application of Visual Schedules for Individuals With Intellectual and Developmental Disability in China

Multiple evidence-based practices (EBPs) were identified in education, but relatively little attention has been paid to implementation. Special education teachers in the Chinese mainland faced great challenges in terms of a lack of knowledge and skills regarding EBPs. Asynchronous online training has been successfully provided for pre-service professionals on instructional methods or strategies. The present study evaluated the effects of self-paced online training on pre-service special education teachers’ case application of visual schedules to support individuals with intellectual and developmental disabilities. A pre/post-test control group design was utilized. Seventy-seven undergraduate students (mean age 20.5 years) who majored in special education participated in this study. Results indicated that the self-paced online training was effective in improving pre-service special education teachers’ case application of the visual schedules strategy. In addition, participants were in agreement on the social acceptability of the online module of visual schedules. The results are discussed from a perspective of effective and socially valid online training, along with limitations and future implications.

Investigation of the opinions of pre-service special education teachers on the use of assistive technologies in special education

Investigation of the opinions of pre-service special education teachers on the use of assistive technologies in special education

Training Special Education Preservice Teachers: Exploring the Use of the i-PiCS Program

Training Special Education Preservice Teachers: Exploring the Use of the i-PiCS Program

Portraits of pre-service special education teachers: Perspectives on well-being and its association with self-efficacy and work engagement

The well-being of teachers is a critical concern with significant implications for teaching effectiveness and student outcomes. However, there exists a notable gap in the literature concerning the well-being of pre-service teachers. Moreover, there is a scarcity of research focusing on the unique challenges faced by prospective special education teachers. This study addresses this dual gap by exploring the well-being of pre-service special education teachers and its relationship with self-efficacy and work commitment. Data was collected from a sample of 133 preservice teachers (mean age = 38,14; sd = 8.25 years) enrolled in a professional course for high school special education teachers. Employing cluster analysis, three distinct profiles based on mental health, perceived stress, and resilience z-scores were identified. We further explored how the identified well-being profiles related to self-efficacy and work engagement. The findings provide valuable insights on improving educational policies, personalized teacher training programs, and early support structures to nurture educators’ well-being and equip them with the skills necessary to navigate the complex landscape of special education. Keywords: teachers’ well-being, mental health, self-efficacy, work engagement, cluster analysis

예비 특수교사에게 필요한 디지털 역량에 대한 특수교사의 인식

예비 특수교사에게 필요한 디지털 역량에 대한 특수교사의 인식

Examining Relationships Between Field Placements and Preservice Teachers’ Self-Efficacy and Career Plans

Field placements are arguably the most crucial component of traditional preservice special education teacher preparation. In field placements, cooperating teachers and university supervisors foster preservice special educators’ sense of efficacy to teach, supporting their investment in continuing in the profession. Although ample research indicates the importance of cooperating teachers for preservice teachers’ outcomes, little of this research has been conducted with preservice special educators. Moreover, prior research has almost never focused on university supervisors, despite their critical role bridging the relationship between content learned in coursework and the applied practice of special education within placement schools. In this investigation, we examined how preservice special educators’ experiences of support from cooperating teachers and university supervisors relate to their teacher self-efficacy and their plans to teach. Analyzing a survey of 154 preservice special educators from six traditional preparation programs, we found that perceptions of university supervisors’ support significantly predicted both self-efficacy and plans to teach, whereas perceptions of support from cooperating teachers were unrelated to either outcome. Our findings indicate that university supervisors’ roles are crucial for preservice special educators’ outcomes, and thus that they could be an important leverage point for improving special education teacher preparation. We call for much more extensive research on university supervisors’ roles.

Conceptualising Bedouin teachers’ social-emotional learning in the context of teaching children with neurodevelopmental disorders

ABSTRACT Social-emotional learning (SEL) has received growing attention in recent decades. Although much is known about the benefits of integrating SEL in educational settings, knowledge about teachers’ SEL learning is limited, particularly among special-education teachers from diverse backgrounds. The study’s goals were: (1) to conceptualise the SEL learning of 30 in-service and preservice special-education teachers from the Bedouin community, where emotional restraint is the social norm; (2) to compare the learning patterns of teachers in different career stages. An exploratory case study was employed in a special-education school. Data collected from 20 interviews, 147 reflections and two focus groups were analysed using mixed methods (content analysis, exploratory analysis, and quantitative analysis). The findings revealed a three-phase model denoting teachers’ SEL learning – intrapersonal, interpersonal, and professional. Career stage-based differences were found. The study enhances our theoretical understanding of teachers’ SEL learning, which ultimately may promote best SEL practice in special education.

Movement Toward Critical Consciousness and Humility Through Family as Faculty Approaches

This qualitative study examined preservice special education teachers’ (PSETs) movement toward critical consciousness and humility in working with families of children with disabilities using a Freirean lens grounded in three phases of consciousness: intransitive, transitive, and critical consciousness. The authors expanded upon a Family as Faculty (FAF) framework integrating Freire’s understandings of consciousness applied to the ways that PSETs work with and learn from parents/families of children with disabilities. Using FAF-related activities, PSETs demonstrated varying levels of consciousness as operationalized through specific comments or behaviors. Eight PSET-Parent pairs participated in this study. The focus of analysis was on PSETs’ reflections. Findings indicated that though the majority of PSETs demonstrated movement or growth toward becoming more “conscious,” many PSETs remained in the transitive phase: they could identify inequitable and marginalizing practices impacting students but were not at a consciousness level where they connected these injustices to systemic issues.

Evaluating a social annotation tool for engagement and learning with preservice special education teachers

PurposeEmpirical validation of educational technology is critical for best practice, particularly when courses are delivered online. This study aims to investigate the predictive relationship of usage behaviors on perceptions of 30 preservice special education teachers while reading in an online social annotation reading tool.Design/methodology/approachIn this single-group quasi-experimental study, participants completed two readings in Perusall, once individually and once in small groups, then took a researcher-created survey after each reading. Descriptive data and paired sample t-tests were calculated. Predictive relationships between usage behaviors and survey results were analyzed with linear regression models.FindingsParticipants thought Perusall was useful for their learning and easier to use in small groups and that guided reading prompts were helpful. Usage behaviors did not significantly account for participant beliefs about Perusall. Instructors may wish to use guided reading prompts and small groups to maximize student learning and engagement.Originality/valueThis study addresses gaps in the literature (Suhre et al., 2019; Sun et al., 2023) by following one group of students over two semesters, using a commercially available tool, measuring actual usage behaviors and not solely student perceptions and analyzing instructor perceptions of the tool. The authors contribute further evidence that group-constructed knowledge is valuable for undergraduate learning (Kalir et al., 2020b). The authors also provide data-based suggestions for the use of social annotation tools that maximize student learning and engagement.

Pre-service special education teachers’ learning through recorded mini-lessons and peer review

Despite the research regarding the importance of peer review and feedback in pre-service special education teachers, there exists a gap in teaching complex mathematical concepts such as fractional operations. This study sought to address this gap by investigating how pre-service teachers can effectively appraise and revise peer-generated teaching transcripts focusing on fraction operations and compare their feedback with those of experienced educators. The research sought to understand how this integrated approach can contribute to improving the instruction of pre-service special education teachers in the field of mathematics education. A modified version of Crespo’s (2018) generating, appraising, and revising of representations was utilized to analyze the video content. Comparisons of the reviews showed that pre-service teachers may not have the content knowledge or experience to provide in-depth feedback to support learning as experienced educators. The article concludes with findings and recommendations for teacher educators who utilize anonymous peer review in teacher preparation for special educators.