التفاصيل البيبلوغرافية
| العنوان: |
Finding a role in class: A mixed methods study of prospective teachers' beliefs towards co-teaching in inclusive classes. |
| المؤلفون: |
Siegemund, Steffen, Johannsen, Svenja |
| المصدر: |
International Journal of Whole Schooling; 2021, Vol. 17 Issue 2, p38-72, 35p |
| مصطلحات موضوعية: |
SPECIAL education teachers, TEACHER role, TEACHERS, TEACHING teams, LONGITUDINAL method, GROUNDED theory |
| مستخلص: |
In a mixed methods design, this study examines prospective teachers' beliefs on coteaching of general teachers and special education teachers. The quantitative approach comprises the development of a questionnaire regarding beliefs on teachers' roles and benefits of coteaching in inclusive classes. The model fit and group mean differences of the final sample (n = 510) are reported. In a qualitative approach, focus groups with 56 participants were conducted and analyzed with the grounded theory method to provide further insights into prospective teachers' beliefs. The emerged core categories, role clarification, role reference system, and roles at eye level, disclose a multidimensional understanding of prospective teachers' beliefs on coteaching. [ABSTRACT FROM AUTHOR] |
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