ABSTRACT

This study focuses on the self-efficacy of preservice teachers enrolled in a co-taught early childhood education course on special education. The course was developed to increase awareness and access to special education through a field-based co-taught practicum course. Instructors from general education and special education shared planning and teaching roles to model collaborative practices for future early childhood educators. Data from focus groups, interviews, and a post-then-pre instrument were used to explore preservice teachers’ self-efficacy related to comfort with inclusion, perspective-taking, and professional roles as well as their experiences participating in the co-taught course. Recommendations for research related to supporting self-efficacy and teacher education are shared.

摘要

本研究的重点是参加共同教授的特殊教育幼儿教育课程的职前教师的自我效能。该课程的开发是为了通过基于实地的共同教授实习课程来提高对特殊教育的认识和获得机会。来自普通教育和特殊教育的教师共享规划和教学角色，为未来的幼儿教育工作者示范协作实践。来自焦点小组、访谈和事后工具的数据被用来探索职前教师与包容、换位思考和专业角色的舒适度相关的自我效能感，以及他们参与共同授课课程的经历. 分享了与支持自我效能感和教师教育相关的研究建议。