文章基本信息

标题：Experiential Learning Experiences to Enhance Preservice Special Educators' Literacy Instruction
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作者：Marie Tejero Hughes ; Gina Braun
期刊名称：International Electronic Journal of Elementary Education
印刷版ISSN：1307-9298
出版年度：2019
卷号：12
期号：1
页码：93-102
DOI：10.26822/iejee.2019155341
出版社：International Electronic Journal of Elementary Education
摘要：We must provide preservice special educators with quality programs that are inclusive of both the knowledge and skill needed for delivering engaging and impactful literacy instruction. Successful teacher education programs not only engage preservice educators in developing their knowledge of practices but provide opportunities to practice and reflect on teaching students with disabilities. Thus, the purpose of this study was to examine if participation in an experiential learning experience that was integrated into literacy course enhanced preservice special educators’ knowledge of literacy instruction, shifted their beliefs, and/or modified their practice for working with students with disabilities. Over three semesters, 47 preservice special educators enrolled in the course and completed the experiential learning experience. We conducted a qualitative content analysis of the lesson plans and reflections that these preservice educators submitted throughout the course. Our findings revealed that the preservice educators not only increased their instructional knowledge but as they engaged with students with disabilities, they changed their instructional practices, utilizing more evidence-based practices and shifted their beliefs by holding themselves accountable for student learning, These findings reaffirmed the continued need to integrate experiential learning throughout preservice programs to allow teachers to put into practice what they are learning in courses..
其他摘要：It is critical that we provide preservice special educators with quality preservice programs that are inclusive of the knowledge and skill needed for delivering engaging and impactful literacy instruction. Successful teacher education programs not only engage preservice educators in developing their knowledge of practices but provide opportunities to practice and reflect on teaching students with disabilities. Thus, the purpose of this study was to examine if preservice special educators enrolled in literacy course enhanced their knowledge, shifted beliefs, and/or modified practice for working with students with disabilities as they engaged in course activities including participating in an experiential learning component. We conducted a qualitative content analysis of the lesson plans and reflections that students submitted throughout the course. Our findings revealed that the preservice special educators not only increased their instructional knowledge but as they engaged with students with disabilities, they changed their instructional practices and shifted their beliefs about student learning. These findings reaffirmed our continued need to integrate experiential experiences into coursework throughout the special education preservice program to allow preservice teachers to put into practice what they are learning in the courses.
关键词：Literacy; Special education; Teacher education; Preservice educators; Disabilities