特殊教育教师对有效的服务前培训实践的看法,用于对有广泛支持需求的学生进行系统指导
Virginia L Walker1, Karen Douglas2, Chuang Wang3
1Department of Special Education and Child Development, University of North Carolina at Charlotte, Charlotte, North Carolina, USA.
International journal of developmental disabilities
|July 10, 2024
概括
特殊教育教师在培训后感到准备好使用系统指导 (SI). 有效的SI培训策略,如建模和反,与教师经验和准备计划有关.
科学领域:
- 特殊教育 特殊教育
- 教师培训 培训教师培训
- 基于证据的实践.
背景情况:
- 系统教学 (SI) 是一种基于证据的实践,对有广泛支持需求的学生至关重要.
- 教师准备课程在为特殊教育教师提供SI技能方面发挥着至关重要的作用.
- 了解教师对培训策略的看法对于程序改进至关重要.
研究的目的:
- 检查在职特殊教育教师对系统教学培训策略的看法.
- 评估基于课堂和现场的培训策略的有效性.
- 为了确定教师经验和感知到的培训有效性之间的关系.
主要方法:
- 调查对美国164名在职特殊教育教师进行了调查研究.
- 评估了教师对各种培训策略的看法.
- 统计分析包括奇平方测试,皮尔森相关性和ANCOVA.
主要成果:
- 教师报告说,在课程后和获得经验后,他们感到准备好实施系统指导.
- 培训策略的感知有效性与教师经验有关.
- 在大学和实地环境中对建模和绩效反的高度重视.
结论:
- 教师准备课程可以有效地在系统指导中为特殊教育教师做好准备.
- 结合建模和反的培训策略对于开发SI知识和技能至关重要.
- 未来的研究应该根据教师经验水平探索最佳培训组件.
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