Evaluating the Impact of Joint Activities Involving Special and Elementary Preservice Teachers on Their Interactions and Their Beliefs, Attitudes, Roles Expectations in Inclusive Education

The purpose of this study was to evaluate the extent to which video teaching vignette activities in a course, in which special and elementary education preservice teachers were jointly enrolled during the first year of their teacher education, affected preservice teachers' perceptions of inclusive education, related teaching practices, and interactions between the preservice teachers. Data collection methods used for this study included surveys, individual reflections, interviews, and observations. Findings suggest that the video teaching vignettes, individual reflections, and discussions were effective in sensitizing preservice teachers to issues and practices in inclusive education. Findings also suggest that the interventions were effective in helping preservice teachers define the wide range of their roles and responsibilities in inclusive classrooms. Joint-course enrollment was effective in fostering social and professional relationships between special and elementary preservice teachers.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Lee, Eunjoo

Contributors dc:contributor

• Renzaglia, Adelle

• Education, Elementary

Language dc:language

eng

Identifier

(MiAaPQ)AAI3023112

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/79625