FACTORS OF INCREASING OF SPECIAL EDUCATION OF SELF-EFFICACY BY FUTURE TEACHERS IN THE USA
Słowa kluczowe:
pedagogical self-efficacy, future special education teacher, special educational needs, teacher self-efficacy, self-regulation, special education.
Abstrakt
The article examines the importance of the pedagogical self-efficacy formation of future teachers for working with students with special educational needs, analyzes the influence of a teacher's professional self-efficacy on their self-regulation, and indicates possible options for working with students in the direction of the formation of future teachers of special education pedagogical self-efficacy. It was determined that the concept of «pedagogical self-efficacy» is an integrative education expressed in the teacher's confidence in his own professional competence, the ability to productively carry out pedagogical activities, choosing such means of pedagogical influence that ensure the successful achievement of the goals of the educational process. It was made the conclusion that pedagogical self-efficacy is one of the most important aspects of teacher’s professional training. In this key Social-cognitive theory by Albert Bandura was analysed.
Wykaz bibliografii
1. Kremeshna, T. PEDAGOGICAL SELF-EFFICIENCY AS A CONDITION FOR SUCCESS TEACHING. Retrieved from: https://dspace.udpu.edu.ua/bitstream/6789/1219/1/Uspishne_ vikladannja.pdf
2. Bandura A. (1993). Perceived Self-Efficacy in Cognitive Development and Functioning // Educational Psychologist. Vol. 28 (2), pp. 117-148/
3. Bandura, A., Ross, D., & Ross, S. A. (1961). "Transmission of aggression through the imitation of aggressive models". Journal of Abnormal and Social Psychology. 63 (3), pp. 575-582.
4. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, pp. 191-215.
5. Tschannen-Moran, M., & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), pp. 944-956.
6. Lortie, D. (1975). Schoolteacher: A sociological study. Chicago, IL: University of Chicago Press.
7. King-Sears, M. E., Carran, D. T., Dammann, S. N., & Arter, P. S. (2012). Multi-site analyses of special education and general education student teachers' skill ratings for working with students with disabilities. Teacher Education Quarterly, 39(2), pp. 131-149.
8. Woolfolk Hoy, A., & Burke-Spero, R. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21, pp. 343-356.
9. Brownell, M. T., Sindelar, P. T., Kiely, M. T., & Danielson, L. C. (2010). Special education teacher quality and preparation: Exposing foundations, constructing a New Model. Exceptional Children, 76(3), pp. 357-377.
10. O'Shea, Hammitte, Mainzer, & Crutchfield (2000). From teacher preparation to continuing professional development. Teacher Education and Special Education, 23(2), pp. 71-77.
11. U.S. Department of Education. (2002). Meeting the highly qualified teachers challenge: The secretary's annual report on teacher quality. Washington, DC: Author.
12. Bouck (2005). Impact of factors on curriculum and instructional environments for secondary students with mild mental retardation. Education and Training in Developmental Disabilities, 40(3), pp. 309-319.
13. Loiacono, V., & Allen, B. (2008). Are special education teachers prepared to teach the increasing number of students diagnosed with autism? International Journal of Special Education, 23(2), pp. 120-127.
14. Branstad, T., Acosta, A., Barlett, S., Berdine, W., Butterfield, P., Chambers, J. (2002). A new era: Revitalizing special education for children and their families. Washington, DC: U.S. Department of Education.
15. Ayres, K. M., Lowrey, K. A., Douglas, K. H., & Sievers, C. (2011). I can identify Saturn but I can't brush my teeth: What happens when the curricular focus for students with severe disabilities shifts. Education and Training in Autism and Developmental Disabilities, 46(1), pp. 11-21.
16. Wideen, M., Mayer-Smith, J., & Moon, B. (1998). A critical analysis of the research on learning to teach: Making the case for an ecological perspective on inquiry. Review of Educational Research, 68(2), pp. 130-178.
17. Brownell, M. T, Ross, D. D., Colon, E. P., & McCallum, C. L. (2005). Critical features of special education teacher preparation: A comparison with general teacher education. Journal of Special Education, 38(4), pp. 242-252.
18. Ergenekon, Y, Ozen, A., & Batu, E. S. (2008) An evaluation of the views of mental retardation practicum students on teaching practicum. Educational Sciences: Theory and Practice, 8(3), pp. 881-891.
19. Prater, M. A., & Sileo, T. W. (2004). Fieldwork requirements in special education preparation: A national study. Teacher Education and Special Education, 27(3), pp. 251-263.
20. Cook, L. (2007). When in Rome…Influences on special education student-teachers' teaching. International Journal of Special Education, 22(3), 118-130.
21. Hersh, R., Hull, R., & Leighton, M. (1982). Student teaching. In H. Mitzel (Ed.), Encyclopedia of Educational Research, pp. 1812-1822.
2. Bandura A. (1993). Perceived Self-Efficacy in Cognitive Development and Functioning // Educational Psychologist. Vol. 28 (2), pp. 117-148/
3. Bandura, A., Ross, D., & Ross, S. A. (1961). "Transmission of aggression through the imitation of aggressive models". Journal of Abnormal and Social Psychology. 63 (3), pp. 575-582.
4. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, pp. 191-215.
5. Tschannen-Moran, M., & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), pp. 944-956.
6. Lortie, D. (1975). Schoolteacher: A sociological study. Chicago, IL: University of Chicago Press.
7. King-Sears, M. E., Carran, D. T., Dammann, S. N., & Arter, P. S. (2012). Multi-site analyses of special education and general education student teachers' skill ratings for working with students with disabilities. Teacher Education Quarterly, 39(2), pp. 131-149.
8. Woolfolk Hoy, A., & Burke-Spero, R. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21, pp. 343-356.
9. Brownell, M. T., Sindelar, P. T., Kiely, M. T., & Danielson, L. C. (2010). Special education teacher quality and preparation: Exposing foundations, constructing a New Model. Exceptional Children, 76(3), pp. 357-377.
10. O'Shea, Hammitte, Mainzer, & Crutchfield (2000). From teacher preparation to continuing professional development. Teacher Education and Special Education, 23(2), pp. 71-77.
11. U.S. Department of Education. (2002). Meeting the highly qualified teachers challenge: The secretary's annual report on teacher quality. Washington, DC: Author.
12. Bouck (2005). Impact of factors on curriculum and instructional environments for secondary students with mild mental retardation. Education and Training in Developmental Disabilities, 40(3), pp. 309-319.
13. Loiacono, V., & Allen, B. (2008). Are special education teachers prepared to teach the increasing number of students diagnosed with autism? International Journal of Special Education, 23(2), pp. 120-127.
14. Branstad, T., Acosta, A., Barlett, S., Berdine, W., Butterfield, P., Chambers, J. (2002). A new era: Revitalizing special education for children and their families. Washington, DC: U.S. Department of Education.
15. Ayres, K. M., Lowrey, K. A., Douglas, K. H., & Sievers, C. (2011). I can identify Saturn but I can't brush my teeth: What happens when the curricular focus for students with severe disabilities shifts. Education and Training in Autism and Developmental Disabilities, 46(1), pp. 11-21.
16. Wideen, M., Mayer-Smith, J., & Moon, B. (1998). A critical analysis of the research on learning to teach: Making the case for an ecological perspective on inquiry. Review of Educational Research, 68(2), pp. 130-178.
17. Brownell, M. T, Ross, D. D., Colon, E. P., & McCallum, C. L. (2005). Critical features of special education teacher preparation: A comparison with general teacher education. Journal of Special Education, 38(4), pp. 242-252.
18. Ergenekon, Y, Ozen, A., & Batu, E. S. (2008) An evaluation of the views of mental retardation practicum students on teaching practicum. Educational Sciences: Theory and Practice, 8(3), pp. 881-891.
19. Prater, M. A., & Sileo, T. W. (2004). Fieldwork requirements in special education preparation: A national study. Teacher Education and Special Education, 27(3), pp. 251-263.
20. Cook, L. (2007). When in Rome…Influences on special education student-teachers' teaching. International Journal of Special Education, 22(3), 118-130.
21. Hersh, R., Hull, R., & Leighton, M. (1982). Student teaching. In H. Mitzel (Ed.), Encyclopedia of Educational Research, pp. 1812-1822.
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Opublikowane
2023-11-16
Jak cytować
Shumaieva, S. (2023). FACTORS OF INCREASING OF SPECIAL EDUCATION OF SELF-EFFICACY BY FUTURE TEACHERS IN THE USA. Periodyk Naukowy Akademii Polonijnej, 59(4), 119-124. https://doi.org/10.23856/5916
Dział
JĘZYK, KULTURA, KOMUNIKACJA
