High School Co-Teaching Partners’ Self-Efficacy, Personal Compatibility, and Active Involvement in Instruction

IF 1.6 4区教育学 Q2 EDUCATION, SPECIAL

Learning Disability Quarterly Pub Date : 2020-06-01 DOI:10.1177/0731948720919811

Todd M. Johnson, Margaret E. King‐Sears, Angela D. Miller

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引用次数: 6

Abstract

High school co-teachers prepare students with and without disabilities to earn content credits for graduation, with instructional effectiveness influenced by multiple factors. In this study, teacher self-efficacy and personal compatibility were examined as potential predictors of active involvement in instruction. The moderating effect of personal compatibility on the relationship between teacher self-efficacy and active involvement in instruction was also examined. One hundred twenty-seven co-teachers of students with learning disabilities and other high-incidence disabilities participated. Active involvement in instruction was significantly higher for general educators than for special educators. Results of Actor–Partner Interdependence Model (APIM) analyses revealed teacher self-efficacy was predictive of active involvement in instruction for general educators but not for special educators. Results of APIM with moderation found personal compatibility did not significantly moderate the relationship between teacher self-efficacy and active involvement in instruction for general or special education co-teachers. Implications for co-teaching practices are provided.

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高中共同教学伙伴的自我效能感、个人相容性与教学的积极参与

高中合作教师为残疾学生和非残疾学生准备毕业学分，其教学效果受多种因素影响。在本研究中，教师自我效能感和个人相容性作为积极参与教学的潜在预测因子被检验。本研究还考察了人格相容性对教师自我效能感与教学积极投入关系的调节作用。127名有学习障碍和其他高发残疾学生的共同教师参与了研究。普通教育工作者对教学的积极参与程度明显高于特殊教育工作者。行动者-伙伴相互依存模型(APIM)分析结果显示，教师自我效能感对普通教育工作者积极参与教学有预测作用，而对特殊教育工作者没有预测作用。有调节的APIM结果发现，对于普通教育和特殊教育的合作教师，个人相容性对教师自我效能感和积极参与教学的关系没有显著调节作用。提供了合作教学实践的启示。

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来源期刊

Learning Disability Quarterly Multiple-

CiteScore

3.50

自引率

11.10%

发文量

期刊介绍： Learning Disability Quarterly publishes high-quality research and scholarship concerning children, youth, and adults with learning disabilities. Consistent with that purpose, the journal seeks to publish articles with the potential to impact and improve educational outcomes, opportunities, and services.