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The Effects of Inclusive-Classroom Experience on Early Childhood Preservice Teachers’ Self-Efficacy
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  • The Effects of Inclusive-Classroom Experience on Early Childhood Preservice Teachers’ Self-Efficacy
저자명
Hyun Jin Kim
간행물명
Asia-Pacific journal of research in early childhood educationKCI
권/호정보
2012년|6권 1호(통권10호)|pp.161-179 (19 pages)
발행정보
환태평양유아교육연구학회|한국
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정기간행물|KOR|
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서지반출

영문초록

This study examined preservice teachers’ self-efficacy in teaching children with disabilities to determine whether firsthand field experience in an inclusive setting influences preservice teachers’ self-efficacy. A total of 146 preservice teachers enrolled in an early childhood teacher education program in a suburban area in the U.S. Midwest participated in this study. The results revealed that the preservice teachers with firsthand field experience (attendance) in an inclusive classroom perceived themselves to be more efficacious than their counterparts. However, there were no significant effects of time spent at the inclusive setting and courses taken. The present study discusses educational implementation of firsthand experience into teacher preparation programs to enhance teacher effectiveness.

목차

Literature Review
The Present Study
Method
Results
Discussion
References

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