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Do secondary pre-service teachers have what it takes to educate learners with special educational needs?
PROCEEDING

, University of Southern Queensland, Australia ; , University of Calgary, Canada

Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This case study shares secondary pre-service teachers’ concerns about teaching students with special educational needs within mainstream classrooms. Many pre-service teachers are fearful that they do not have what it takes to provide the best learning and teaching experiences for students with special educational needs. In this study, an online community comprised of pre-service teachers, practicing teachers, and teacher educators explored contemporary teaching and learning practices for students who have special educational needs. An analysis of the online posts exposed that the pre-service teachers: 1) had limited realization of the diversity of learners in secondary classrooms; 2) demonstrated a positive attitude towards inclusivity; 3) used literature to support claims; 4) presented an appreciation of learning with and from each other within an online community; and 5) made explicit references to their personal learning during their participation in the online community.

Citation

Redmond, P. & Lock, J. (2017). Do secondary pre-service teachers have what it takes to educate learners with special educational needs?. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1051-1056). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 17, 2019 from .

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