ABSTRACT

The present study investigated the effects of online Community-based Instruction (CBI) training for pre-service special education teachers in Turkey. The training consisted of three knowledge modules and skill application assignments designed to be completed in 4 weeks. Results demonstrated statistically significant difference between control and treatment groups on CBI knowledge. Further, there were significant correlations between application assignment scores and post-assessment scores, as well as on time spent online and post-assessment scores. Maintenance data collected 3 months after the training showed that pre-service teacher participants’ maintained their knowledge related to CBI over time. Limitations and future directions are discussed.

摘要

本研究调查了在线社区教学 (CBI) 培训对土耳其职前特殊教育教师的影响。培训包括三个知识模块和技能应用任务，旨在在 4 周内完成。结果表明，对照组和治疗组在 CBI 知识方面存在统计学显着差异。此外，申请作业分数与评估后分数之间存在显着相关性，以及在线时间和评估后分数之间存在显着相关性。培训后 3 个月收集的维护数据显示，职前教师参与者随着时间的推移保持了他们与 CBI 相关的知识。讨论了限制和未来的方向。