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Being the Change That You Want to See: Using Behavior-Analytic Strategies in Preservice Teacher Training to Support Inclusive Learning in the Czech Republic
Behavior and Social Issues Pub Date : 2021-06-27 , DOI: 10.1007/s42822-021-00048-0
Sheri Kingsdorf , Karel Pančocha

In the Czech Republic, and other counties in Central Europe, inclusive education, as well as behavior analysis, is emerging as theoretical concepts and practical applications. Teaching strategies supporting a diverse learning population are not yet commonplace. An initial step to establishing better practices in primary and secondary education is modeling the changes we want to see at the postsecondary level, specifically in preservice teacher training classrooms. Therefore, data on student engagement were collected within a pilot study that was conducted with 15 learners in an undergraduate teacher education course in the Czech Republic. The larger goal of the pilot was looking at the method of information delivery (online vs. in person). However, it also used a behavior-analytic method for promoting student engagement that involved an active student responding system and participation-contingent reinforcement. Data revealed that using the behavior-analytic strategies in the higher education classroom created an effective model for the preservice educators. Data demonstrated strong student participation, accuracy, and social validity. A review of the process suggested it was easy to use, created a didactic teaching environment, and could set the stage for better practices in inclusive education.



中文翻译:

成为您希望看到的变化:在职前教师培训中使用行为分析策略来支持捷克共和国的包容性学习

在捷克共和国和中欧其他国家,全纳教育以及行为分析正在成为理论概念和实际应用。支持多样化学习人群的教学策略尚不普遍。在中小学教育中建立更好实践的第一步是模拟我们希望在高等教育层面看到的变化,特别是在职前教师培训课堂中。因此,在一项试点研究中收集了有关学生参与度的数据,该研究在捷克共和国的本科教师教育课程中对 15 名学习者进行。试点的更大目标是研究信息传递的方法(在线与面对面)。然而,它还使用了一种行为分析方法来促进学生参与,其中包括积极的学生反应系统和参与条件强化。数据显示,在高等教育课堂中使用行为分析策略为职前教育工作者创造了一个有效的模型。数据显示出强大的学生参与度、准确性和社会效度。对该过程的审查表明它易于使用,创造了一个教学环境,并且可以为更好的全纳教育实践奠定基础。

更新日期:2021-06-28
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