Special education pre-service teachers' interest, subject knowledge, and teacher efficacy beliefs in mathematics

Ekstam, Ulrika; Korhonen, Jari; Linnanmäki, Karin; Aunio, Pirjo

doi:10.1016/j.tate.2017.01.009

Cited by 20 publications

(16 citation statements)

References 78 publications

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“…Traditionally, teachers’ characteristics have been measured on the basis of subject knowledge, certification, and experience. However, in the past decade, research has also acknowledged the importance of teachers’ attitudes and beliefs about their teaching to student progress and achievement ( Ekstam et al, 2017 ). Therefore, it is also important to investigate factors, such as social context, job satisfaction, and work engagement, that contribute to shaping these beliefs.…”

Section: Introductionmentioning

confidence: 99%

Teacher Efficacy, Work Engagement, and Social Support Among Chinese Special Education School Teachers

et al. 2018

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This paper investigates the relationship between teacher efficacy and socio-demographic factors, work engagement, and social support among Chinese special education school teachers. The sample comprised 1,027 special education school teachers in mainland China. The Teachers’ Sense of Efficacy Scale, the Multi-Dimensional Scale of Perceived Social Support, and the Utrecht Work Engagement Scale were used for data collection. Correlation analysis revealed that social support, work engagement, and teacher efficacy were significantly correlated with each other. Additionally, gender, years of experience, and monthly salary were significant predictors of teacher efficacy. Furthermore, structural equation modeling analysis showed that social support exerted its indirect effect on teacher efficacy through the mediation of work engagement. The findings of this study provide a new perspective on the complex association between social support and teacher efficacy. The explanations and limitations of these findings are discussed.

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Section: Introductionmentioning

confidence: 99%

Teacher Efficacy, Work Engagement, and Social Support Among Chinese Special Education School Teachers

et al. 2018

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“…According to Zulfija, Indira and Elmira (2013), the key to success for inclusive education depends on the competency of teachers in working with special education children. Teachers' competency is a vital attribute to predict the quality of teaching, cognitive level and educational support (Ekstam, Korhonen, Linnanmäki & Aunio, 2017). This is also supported by Rakap, Cig and Parlak- Rakap (2015) whereby the authors stated that the execution of successful inclusive practices depends on the attitude and readiness of teachers in teaching special education children in the classroom.…”

Section: Introductionmentioning

confidence: 86%

Knowledge and Readiness of Preschool Teachers in Accepting Special Needs Children

et.al¹

2021

TURCOMAT

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This research is conducted to observe the level of knowledge and readiness faced by kindergarten educators in accepting special needs children. This research aims to study the relationship between knowledge and readiness of kindergarten teachers towards their acceptance of students with special needs education. A quantitative approach was used by utilising observation method with non-random sampling in order to select the respondents. n=77 kindergarten teachers who are currently teaching children around the age of five to six at a preschool or kindergarten, regardless of whether it is a private or government school, were identified. The descriptive analysis presented that the mean value is high for every variable of readiness and knowledge of teachers in accepting children who require special education at their kindergartens. The Pearson correlation test was used to describe the relationship between the variables of readiness and knowledge. The result showed that there was a significant relationship between readiness, knowledge, and teachers’ acceptance towards children who require special education. The implication of this study hoped that every private and government kindergarten is able to fully accept special education children without any biases in order achieve the objective of Malaysia’s National Education Blueprint (MNEB). This is to ensure that inclusive education in early childhood education in Malaysia can be accomplished.

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“…The participants, 57 special education preservice teachers who were between years one and five of their program, responded to an online survey regarding individual interest in mathematics and teacher efficacy beliefs regarding mathematics. Findings suggested that pre-service special education teachers had a low level of confidence in their ability to teach mathematics to struggling students (Ekstam et al, 2017). The number of years in the program was found to have no relation to the outcome variables.…”

Section: Pre-service Teacher Beliefs For Teaching Mathematicsmentioning

confidence: 85%

Pre-service teacher professional noticing for teaching mathematics

Hopkins¹

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Students with disabilities and/or those who have difficulty learning mathematical concepts can be found in almost every classroom. Over the last several decades, the responsibilities and roles of general and special education educators have shifted, blurring the conventionally held boundaries between special education and general education teachers and their pedagogical practices. Both special education and general education teachers are expected to provide an optimal mathematical instructional experience to all students. One way to best prepare novice teachers for this task is by increasing their overall Pedagogical Content Knowledge (PCK). The purpose of this study is to contribute to research about specific components of a pre-service teacher's PCK. This research utilized a cross-sectional research design in its study of a representative sample of preservice teachers at specific moments in time during their teacher preparation program. Mathematical content knowledge and teachers' beliefs regarding the teaching of mathematics were found to have a statistically significant impact on professional noticing. Although not statistically significant, the differences the choice of a major had on a teacher's noticing ability requires further investigation. This study addresses an important gap in the research literature on noticing in that it includes special education teachers. Additionally, the study provides concrete recommendations for teacher preparation programing and suggestions for future research.

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Special education pre-service teachers' interest, subject knowledge, and teacher efficacy beliefs in mathematics

Cited by 20 publications

References 78 publications

Teacher Efficacy, Work Engagement, and Social Support Among Chinese Special Education School Teachers

Teacher Efficacy, Work Engagement, and Social Support Among Chinese Special Education School Teachers

Knowledge and Readiness of Preschool Teachers in Accepting Special Needs Children

Pre-service teacher professional noticing for teaching mathematics

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