Utilizing Novice Teachers\u27 Perceptions And Voices To Make Recommendations For Improving Teacher Preparation For Inclusive Education: A Mixed Methods Study

The purpose of this explanatory sequential mixed methods study was to examine novice elementary teachers\u27 perceptions of preparedness and competence for teaching in inclusive classrooms in relation to experiences during undergraduate teacher preparation. Factors that correlate with, identify differences between, or predict perceptions of preparation and competence for teaching in inclusive classrooms were examined. A pragmatic framework guided this study. The responses from eighty-four novice teachers from the state of Minnesota were utilized during the quantitative phase of the study. During this phase participants completed an online survey containing items related to Minnesota Standards of Effective Practice, Inclusive Beliefs, Preparation for Inclusion, Inclusive Classroom Management and Instructional Practices, Competence for Teaching in Inclusive Classrooms, and Components of Inclusive Education identified as important within the literature. Demographic information was also collected. After initial quantitative analysis, qualitative data was collected through in-depth interviews with five novice teachers who completed the online survey. Quantitative results indicated that coverage of the Minnesota Standards of Effective Practice significantly correlated with higher perceptions of preparation and competence for teaching in inclusive classrooms. Hierarchical multiple regression models for both preparation and competence for teaching in inclusive classrooms also produced significant results. The qualitative data enabled the researcher to identify specific experiences or components related to the significant predictor variables that help to better explain varying levels of perceptions of preparation or competence for teaching in inclusive classrooms. The qualitative results further revealed that novice teachers feel more coursework, more experiences, and more authenticity related to special education, students with disabilities, and inclusive education during teacher preparation would have more fully prepared them for the challenges of teaching all levels of learners in their classrooms. Recommendations for teacher education faculty are provided that mirror the suggestions of the novice teachers

Explaining motivation in language learning: a framework for evaluation and research

Researching motivation in language learning is complex and multi-faceted. Various models of learner motivation have been proposed in the literature, but no one model supplies a complex and coherent framework for investigating a range of motivational characteristics. Building on previous models I propose such a methodological framework, based on a complex dynamic systems perspective, which re-conceptualises the investigation of motivation in SLA in qualitative and mixed method approaches by offering one flexible tool for case study approaches. This new framework has been tried and tested in three locations in England and reported as case studies. The study aimed to address the following research questions: (1) in what ways does CLIL impact on learner motivation? (2) what are the main elements of CLIL that enhance motivation? Overall analysis of the results found that where expectations of success were high and where the teaching was effective, CLIL had a positive impact on motivation and progress. The framework is designed to be flexible enough to be used to investigate language learning in a range of national contexts. It is hoped that the proposed framework, reported here together with exemplification and commentary from the English study, will enable researchers in a wide range of language learning contexts to investigate learner motivation in a systematic and in-depth manner

Fünf evidenzbasierte Heuristiken für den Einsatz von Video in der universitären Lehrerausbildung

This article provides a research synthesis on the use of video in pre-service teacher education. Common ideas and evidences concerning the use of video in pre-service teacher education are reviewed. Based on the state-of-the-art in using video, five research-based heuristics are derived. Research findings of a number of studies are further used to illustrate the specification of heuristics. Specifically, a set of rules of thumb about when, how, and why to use video is presented to clarify the strengths and limitations of video as a medium to support pre-service teacher learning. (DIPF/Orig.)Der Beitrag liefert eine Forschungssynthese zur Nutzung von Video in der universitären Lehrerausbildung. Die Forschung wird dahingehend zusammengefasst, welche Ideen derzeit verfolgt werden und welche Evidenzen zur Nutzung von Video vorliegen. Basierend auf dem Forschungsstand leiten die Autoren fünf forschungsbasierte Heuristiken zum Einsatz von Video ab. Die Forschungsergebnisse einer Reihe ausgewählter Studien werden genutzt, um die Heuristiken weiter zu spezifizieren. Es werden Erfahrungsregeln vorgestellt, wann, wie und warum Video in der universitären Lehrerbildung eingesetzt werden kann. Die Erfahrungsregeln sollen helfen, Stärken und Schwächen von Video als ein Medium zur Unterstützung des Lernens von Lehramtsstudierenden zu klären. (DIPF/Orig.

Mixed-methods research: a new approach to evaluating the motivation and satisfaction of university students using advanced visual technologies

The final publication is available at link.springer.comA mixed-methods study evaluating the motivation and satisfaction of Architecture degree students using interactive visualization methods is presented in this paper. New technology implementations in the teaching field have been largely extended to all types of levels and educational frameworks. However, these innovations require approval validation and evaluation by the final users, the students. In this paper, the advantages and disadvantages of applying mixed evaluation technology are discussed in a case study of the use of interactive and collaborative tools for the visualization of 3D architectonical models. The main objective was to evaluate Architecture and Building Science students’ the motivation to use and satisfaction with this type of technology and to obtain adequate feedback that allows for the optimization of this type of experiment in future iterations.Postprint (author’s final draft