Assessing General Education and Special Education Majors’ Self‐Efficacy for Teaching Reading

2019 ◽  
Vol 34 (4) ◽  
pp. 185-193 ◽  
Author(s):  
Rebecca L. P. Jordan ◽  
Justin Garwood ◽  
Woodrow Trathen
Keyword(s):  
Special Education ◽  
General Education ◽  
Self Efficacy ◽  
Education Majors ◽  
Teaching Reading ◽  
Special Education Majors

Assessment and Attempted Modification of Future Teachers' Attitudes toward Handicapped Children

1977 ◽  
Vol 44 (2) ◽  
pp. 540-542 ◽  
Author(s):  
Thomas S. Parish ◽  
Gerald M. Eads ◽  
Nancy H. Reece ◽  
Mary A. Piscitello
Keyword(s):  
Special Education ◽  
Learning Disabled ◽  
Education Majors ◽  
Future Teachers ◽  
Mentally Handicapped ◽  
Negative Attitudes ◽  
Introductory Course ◽  
Teachers Attitudes ◽  
Physically Handicapped ◽  
Special Education Majors

In a study designed to determine whether future teachers have negative attitudes toward groups of exceptional children based upon the labels attached to these children, 13 special education majors and 32 students majoring in other fields of education were administered the Personal Attribute Inventory at the beginning and conclusion of an introductory course in special education. Results for labels, physically handicapped, educable mentally handicapped, and learning disabled, indicated that the latter two were evaluated significantly less positively than the first on both pre- and post-course testings. There were no significant differences between the respondents' pre- and post-course ratings of the three labels. Interestingly, special education majors were significantly more positive in their pre- and post-course evaluations than non-special education majors. These findings certainly are not supportive of “mainstreaming” children who have been categorized as either learning disabled or educable mentally handicapped.

scholarly journals THE IMPACT OF AN IN-SERVICE TRAINING PROGRAM ON THE SELF-EFFICACY OF SPECIAL AND GENERAL EDUCATION TEACHERS

2015 ◽  
Vol 64 (1) ◽  
pp. 95-107
Author(s):  
Sotiria Tzivinikou
Keyword(s):  
Professional Development ◽  
Special Education ◽  
General Education ◽  
Training Program ◽  
Self Efficacy ◽  
Positive Impact ◽  
Continuing Professional Development ◽  
Educational Interventions ◽  
Service Training ◽  
The Impact

Teachers’ professional development is the key to education improvement. On that basis, the present study aimed to investigate the impact of a 6-month in-service training program in the context of the continuing professional development for educators on educational practice. The main objective of the training program was to improve the educators’ teaching skills, to enrich their practices with the most effective strategies and with the newest findings from research evidence in order to increase the quality of their educational interventions for students with special educational needs. An innovation of that program was the simultaneous training of both general and special education teachers in pairs, smoothing the dividing lines between general and special education in their daily instructional practice. The participants were 30 educators, divided into 15 pairs. Each pair was working in the same inclusive school sharing the responsibility of the educational support of a student with learning problems. The estimation of the impact of the program was investigated by measuring the educators’ increasing sense of self-efficacy in relation to their instructional skills and overall effectiveness of their educational interventions for their students with learning difficulties. A pre and post evaluation research design was employed and the findings showed that the training program had a positive impact on the educators’ self-efficacy and their effectiveness regarding collaborative educational interventions for their students. Key words: continuing professional development, in-service training, self-efficacy.

Predicting Grades of Special Education Majors

1978 ◽  
Vol 42 (1) ◽  
pp. 290-290
Author(s):  
Yoram Hartogson ◽  
Joseph Trainer ◽  
Norman M. Chansky
Keyword(s):  
Special Education ◽  
Education Majors ◽  
Special Education Majors

A Survey Study of Chinese In-service Teachers' Self-efficacy About Inclusive Education

2012 ◽  
Vol 15 (2) ◽  
pp. 107-119 ◽  
Author(s):  
Mian Wang ◽  
Fei Zan ◽  
Jiaqiu Liu ◽  
Chunling Liu ◽  
Umesh Sharma
Keyword(s):  
Special Education ◽  
General Education ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Self Efficacy ◽  
General Education Teachers ◽  
Survey Study ◽  
Training Experience ◽  
Special Education Training ◽  
Laws And Policies

A survey study was conducted to a total of 323 in-service teachers (110 special education teachers and 213 general education teachers) in Shanghai regarding their self-efficacy and concerns about inclusive education. Multivariate analysis results reveal that special teachers have significantly higher self-efficacy about inclusive education than general education teachers and that both general and special education teachers have the similar concerns about inclusive education and the level of their concerns is not significant. In addition, the teachers' self-efficacy about inclusive education is significantly negative correlated with their concerns about inclusive education. Specific special education training experience and knowledge of disability laws and policies affect general and special education teachers differently on their self-efficacy.

scholarly journals The Mediating Role of Professional Commitment in Self-efficacy and Learning Burnout of Special Education Majors — Take China's Southwestern Part as an Example

2021 ◽  
Vol 2 (5) ◽  
Author(s):  
Yue Liu
Keyword(s):  
Special Education ◽  
Self Efficacy ◽  
Mediating Effect ◽  
Professional Commitment ◽  
Education Majors ◽  
Inappropriate Behavior ◽  
Academic Quality ◽  
Southwestern Part ◽  
Mediating Role

Through the questionnaire for the professional commitment, self-efficacy, academic burnout of the southwestern part, and explore the relationship between the three and its intrinsic mechanisms, in order to reduce learning burnout of normal students in special education, improve their Academic quality provides effective recommendations. The results showed that self-efficacy positively affected the low sense of achievement in learning burnout, negatively affected the inappropriate behavior, and had no significant effect on the depression. Among them, self-efficacy positively affects professional commitment, and then significantly negatively affects low sense of achievement in learning burnout. Professional commitment has a complete mediating effect between self-efficacy and low sense of achievement, while professional commitment has no mediating effect between self-efficacy, low mood and inappropriate behavior.

Mathematics for Special Education Teacher Trainees

1978 ◽  
Vol 25 (4) ◽  
pp. 56-57
Author(s):  
Ellen J. Hofeldt ◽  
Larry L. Hofeldt
Keyword(s):  
College Students ◽  
Special Education ◽  
Elementary Teacher ◽  
Special Education Teacher ◽  
Education Majors ◽  
Education Teacher ◽  
University Mathematics ◽  
Teacher Trainees ◽  
Teacher Trainee ◽  
Special Education Majors

College students and university mathematics professors frequently ask, “Do special education majors need detailed training in mathematics?” This article will assert and delineate the necessity of an all-encompassing background for special education teacher trainees. The special education teacher trainee certainly needs no less thorough training in any area than a regular elementary teacher trainee.

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