Tamara M. Bowlin, Ph.D.
Sherry Mee Bell, Ph.D.
Mari Beth Coleman, Ph.D.
David F. Cihak, Ph.D.
University of Tennessee, Knoxville
A quasi-experimental design and multiple regression analysis were used to examine responses of 153 preservice general and special education teachers as a function of (a) participation in an introductory special education course and (b) viewing a co-teaching video (Friend, 2005) versus observing an inclusive classroom. Based on responses to pre- and post-measures (30 test-bank items, Mastropieri & Scruggs, 2010; Preservice Inclusion Survey, Shippen, Crites, Houchins, Tamsey, & Simon, 2005; and Teacher’s Sense of Efficacy Scale, Tschannen-Moran, & Woolfolk Hoy, 2001), results showed participants’ knowledge, attitudes, and sense of efficacy increased significantly from pre-to post-course survey (p < .001). In addition, participants who viewed the co-teaching video scored significantly higher on self-efficacy (p = .04) than those who observed in vivo. However, there were no differences in knowledge or attitudes (p > .05) based on video versus observation. Finally, attitudes, but not knowledge, significantly predicted sense of efficacy (R2 = .21). Implications for teacher preparation programs are discussed.
To Read this Article - Left Click Here (login required)
To Download this Article - Right Click Here (login required)
(choose "save", "save target as" or "save as")
To Download the Entire FALL 2015 Issue of JAASEP - Click Here (login required)
AASEP MEMBERS LOGIN to Access live links to all available JAASEP issues.
If you are a member of AASEP, please login to freely access this and all archived issues of JAASEP
If you are NOT A MEMBER of AASEP or NASET you may purchase this article from the FALL 2015 issue of JAASEP for $4.95 (use the Buy Now button below):
OR - Buy the entire issue of JAASEP FALL 2015 for $19.95 by using the Buy Now button below:
OR - Join AASEP Today and receive access to this and all past issues of JAASEP -