Effects of an online- and video-based learning environment on pre-service teachers’ self-efficacy beliefs, attitudes towards inclusion and knowledge of inclusive education during practical school experiences

Publikation: Beiträge in SammelwerkenAufsätze in KonferenzbändenForschung

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We examined the impact of an online- and video-based learning environment on pre-service teachers´ self-efficacy beliefs, their attitudes towards inclusion and their knowledge of inclusive education before and after a teaching practicum. While pre-service teachers in the control group (CG) received a conventional practicum supervision (n = 48), pre-service teachers in the intervention group (IG, n = 41) self-reflected online about challenging situations in teaching inclusive classrooms and received video-based peer feedback. All students had a significant increase of self-efficacy with regard to handling classroom disruptions and improved their knowledge of inclusive education after the teaching practicum. However, there were no differences between students in the CG and the IG. Implications of these finding are discussed.
OriginalspracheEnglisch
TitelProceedings of Society for Information Technology & Teacher Education International Conference
HerausgeberK. Graziano
Anzahl der Seiten7
ErscheinungsortLas Vegas, NV
VerlagAssociation for the Advancement of Computing in Education
Datum20.06.2019
Seiten2099-2105
ISBN (Print)978-1-939797-37-7
PublikationsstatusErschienen - 20.06.2019

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