特殊教育教师候选人的信念、感知知识和感知，同时在结构化的实地经验中提供数学干预

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-05-03 DOI:10.1016/j.tate.2025.105043

Hannah Carter , Gena Nelson , Jordyn Kotowski , Jadelyn Thompson Abbott , HsingJung Chen

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引用次数: 0

摘要

我们对特殊教育教师候选人的实地工作经历知之甚少。本研究的目的是考察考生在美国西北部一所大学的课程中实施数学干预的经历。我们通过教学内容知识框架来使用案例研究设计。我们收集了自我评价、调查和反思，以探索候选人的认知知识、信念和观念。实地考察使候选人对数学教学产生了更多的乐趣和信心，他们体验到了行为和时间管理以及差异化、明确和系统的教学的价值。讨论了对教师、教育者和学区的影响。

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Special education teacher candidates’ beliefs, perceived knowledge, and perceptions while delivering math interventions in a structured field experience

Little is known about special education teacher candidates' experiences with fieldwork. The purpose of this study was to examine candidates' experiences implementing a math intervention during a course at a northwestern U.S. university. We used case study design informed by the pedagogical content knowledge framework. We collected self-evaluations, surveys, and reflections to explore candidates’ perceived knowledge, beliefs, and perceptions. The fieldwork led to candidates developing more enjoyment and confidence in teaching math, and they experienced the value of behavior and time management and differentiated, explicit, and systematic instruction. Implications for teacher educators and school districts are discussed.

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.