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Considering the Impact of Preservice Teacher Beliefs on Future Practice
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| Zeitschriftentitel: | Intervention in School and Clinic |
|---|---|
| Personen und Körperschaften: | |
| In: | Intervention in School and Clinic, 49, 2014, 4, S. 230-236 |
| Format: | E-Article |
| Sprache: | Englisch |
| veröffentlicht: |
SAGE Publications
|
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Newman Thomas, Cathy Newman Thomas, Cathy |
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Newman Thomas, Cathy |
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Newman Thomas, Cathy Intervention in School and Clinic Considering the Impact of Preservice Teacher Beliefs on Future Practice Clinical Psychology Developmental and Educational Psychology Education |
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Newman Thomas, Cathy 1053-4512 1538-4810 SAGE Publications Clinical Psychology Developmental and Educational Psychology Education http://dx.doi.org/10.1177/1053451213509490 <jats:p> Preservice teacher beliefs merit additional attention from special education teacher-educators. Given current policy and reforms aimed at improving outcomes for students with disabilities and increasing the adoption of evidence-based practices, teacher-educators should recognize the barrier that preservice teacher beliefs can pose and consider beliefs as a potential contributor to the longstanding gap between research and practice in special education. Two particular belief constructs addressed in this article are (a) self-efficacy and (b) credibility for information sources. Each of these influences preservice teacher confidence, motivation, decision making, and actions in service of students with disabilities, impacting instructional decision making and treatment of children. </jats:p> Considering the Impact of Preservice Teacher Beliefs on Future Practice Intervention in School and Clinic |
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Considering the Impact of Preservice Teacher Beliefs on Future Practice |
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Considering the Impact of Preservice Teacher Beliefs on Future Practice |
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Considering the Impact of Preservice Teacher Beliefs on Future Practice |
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Considering the Impact of Preservice Teacher Beliefs on Future Practice |
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considering the impact of preservice teacher beliefs on future practice |
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Clinical Psychology Developmental and Educational Psychology Education |
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230-236 |
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<jats:p> Preservice teacher beliefs merit additional attention from special education teacher-educators. Given current policy and reforms aimed at improving outcomes for students with disabilities and increasing the adoption of evidence-based practices, teacher-educators should recognize the barrier that preservice teacher beliefs can pose and consider beliefs as a potential contributor to the longstanding gap between research and practice in special education. Two particular belief constructs addressed in this article are (a) self-efficacy and (b) credibility for information sources. Each of these influences preservice teacher confidence, motivation, decision making, and actions in service of students with disabilities, impacting instructional decision making and treatment of children. </jats:p> |
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| description | <jats:p> Preservice teacher beliefs merit additional attention from special education teacher-educators. Given current policy and reforms aimed at improving outcomes for students with disabilities and increasing the adoption of evidence-based practices, teacher-educators should recognize the barrier that preservice teacher beliefs can pose and consider beliefs as a potential contributor to the longstanding gap between research and practice in special education. Two particular belief constructs addressed in this article are (a) self-efficacy and (b) credibility for information sources. Each of these influences preservice teacher confidence, motivation, decision making, and actions in service of students with disabilities, impacting instructional decision making and treatment of children. </jats:p> |
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| spelling | Newman Thomas, Cathy 1053-4512 1538-4810 SAGE Publications Clinical Psychology Developmental and Educational Psychology Education http://dx.doi.org/10.1177/1053451213509490 <jats:p> Preservice teacher beliefs merit additional attention from special education teacher-educators. Given current policy and reforms aimed at improving outcomes for students with disabilities and increasing the adoption of evidence-based practices, teacher-educators should recognize the barrier that preservice teacher beliefs can pose and consider beliefs as a potential contributor to the longstanding gap between research and practice in special education. Two particular belief constructs addressed in this article are (a) self-efficacy and (b) credibility for information sources. Each of these influences preservice teacher confidence, motivation, decision making, and actions in service of students with disabilities, impacting instructional decision making and treatment of children. </jats:p> Considering the Impact of Preservice Teacher Beliefs on Future Practice Intervention in School and Clinic |
| spellingShingle | Newman Thomas, Cathy, Intervention in School and Clinic, Considering the Impact of Preservice Teacher Beliefs on Future Practice, Clinical Psychology, Developmental and Educational Psychology, Education |
| title | Considering the Impact of Preservice Teacher Beliefs on Future Practice |
| title_full | Considering the Impact of Preservice Teacher Beliefs on Future Practice |
| title_fullStr | Considering the Impact of Preservice Teacher Beliefs on Future Practice |
| title_full_unstemmed | Considering the Impact of Preservice Teacher Beliefs on Future Practice |
| title_short | Considering the Impact of Preservice Teacher Beliefs on Future Practice |
| title_sort | considering the impact of preservice teacher beliefs on future practice |
| title_unstemmed | Considering the Impact of Preservice Teacher Beliefs on Future Practice |
| topic | Clinical Psychology, Developmental and Educational Psychology, Education |
| url | http://dx.doi.org/10.1177/1053451213509490 |