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首页> 外文学位 >An examination of preservice teachers' perceptions of the dispositions toward teaching students with emotional and behavioral disabilities: The effects of integrating intra/interpersonal concepts in teacher training.
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An examination of preservice teachers' perceptions of the dispositions toward teaching students with emotional and behavioral disabilities: The effects of integrating intra/interpersonal concepts in teacher training.

机译：职前教师对情绪和行为残疾学生教学倾向的看法的检验：在教师培训中整合内部/人际观念的影响。

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摘要

This purpose of this qualitative study was to examine graduate preservice teachers' perceptions of/and growth in their dispositions toward teaching students with Emotional and Behavioral Disabilities (EBD) as concepts of intra/interpersonal knowledge were integrated into their coursework and field experience. This study used the qualitative research designs of educational ethnography using a longitudinal panel design to examine four documents, already embedded in the teacher training program, over the course of the year of training in a Professional Development School that prepared teachers to work with students with EBD. Eight preservice graduate students (interns) who were enrolled in a teacher training program for students with EBD agreed to participate in the study. A content analysis examined program documents at the beginning of the field experience, during the field experience and upon ending the field experience to determine each intern's progress. The framework for this study was Usher's (2002) five dispositions of effective teachers: Empathy, Positive view of others, and Positive view of self, Authenticity and Meaningful Purpose and Vision. These dispositions were refined into descriptors and then used for open and a priori coding of the program documents. The results of this study indicated a direct link to the changes that the interns made in relation to Usher's five dispositions of effective teachers to the concepts of intra/interpersonal knowledge they learned in their coursework and field experiences. The concepts of intra/interpersonal knowledge provided the interns of this study with the skills and attitudes with which to make better professional choices.; A triangulation of the documents embedded within the program provided a view into the interns' perceptions of their progressive growth in intra/interpersonal skills and professionalism as well as the concepts of intra/interpersonal knowledge they valued as instrumental in their professional growth as teachers.; This study revealed that when concepts of intra/interpersonal knowledge were integrated into the preservice teacher training program the interns' perceptions of their dispositions toward teaching students with EBD were modified.
机译：这项定性研究的目的是检验将内部/人际知识的概念整合到他们的课程工作和实地经验中的研究生职前教师对教给情感和行为障碍（EBD）的学生的看法和/或他们的成长。这项研究使用教育人种学的定性研究设计，采用纵向面板设计，在专业发展学校培训的那一年中，检查了已经嵌入教师培训计划中的四个文档，该文档为教师提供了与EBD学生一起工作的准备。参加针对EBD学生的教师培训计划的八名职前研究生（实习生）同意参加该研究。内容分析会在现场体验开始时，现场体验期间以及结束现场体验时检查计划文档，以确定每个实习生的进度。这项研究的框架是厄舍尔（Usher，2002）对有效教师的五种配置：同理心，对他人的积极看法以及对自我，真实性，有意义的目的和愿景的积极看法。这些配置被精炼成描述符，然后用于程序文档的公开和先验编码。这项研究的结果表明，与实习生针对Usher的五名有效教师的配置所做的更改直接与他们在课程学习和实地经验中学到的内部/人际知识的概念有关。内在/人际知识的概念为本研究的实习生提供了更好的专业选择所需要的技能和态度。对该计划中嵌入的文件进行了三角剖分，从而使他们可以了解实习生对他们在内部/人际交往技巧和专业上的逐步发展的看法，以及他们认为对教师的职业发展起着重要作用的内部/人际关系的知识的概念。这项研究表明，当内部/人际知识的概念被整合到职前教师培训计划中时，实习生对他们对使用EBD的学生进行教学的倾向的看法就会改变。

著录项

  • 作者

    Ihrig, Karen Hudson.;

  • 作者单位

    The George Washington University.;

  • 授予单位 The George Washington University.;
  • 学科 Education Special.; Education Teacher Training.; Education Higher.
  • 学位 Ed.D.
  • 年度 2006
  • 页码 306 p.
  • 总页数 306
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 特殊教育;教师;高等教育;
  • 关键词

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