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
Research output: Contributions to collected editions/works › Article in conference proceedings › Research
Authors
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.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of Society for Information Technology & Teacher Education International Conference |
| Editors | K. Graziano |
| Number of pages | 7 |
| Place of Publication | Las Vegas, NV |
| Publisher | Association for the Advancement of Computing in Education |
| Publication date | 20.06.2019 |
| Pages | 2099-2105 |
| ISBN (print) | 978-1-939797-37-7 |
| Publication status | Published - 20.06.2019 |
- Educational science