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@article{ART001483170},
author={Jeong, Eun-Hee and Yusung Heo},
title={How Special and General Education Teachers See Education? Its’ Impacts on their Teaching Practices and Mutual Understandings},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2010},
volume={11},
number={3},
pages={227-251}

TY - JOUR
AU - Jeong, Eun-Hee
AU - Yusung Heo
TI - How Special and General Education Teachers See Education? Its’ Impacts on their Teaching Practices and Mutual Understandings
JO - Journal of Special Education: Theory and Practice
PY - 2010
VL - 11
IS - 3
PB - Research Institute of the Korea Special Education
SP - 227
EP - 251
SN - 1598-060X
AB - Currently as inclusive classes increased, researchers emphasized effective collaborations and team works between special and general education teachers to solve many problems that they faced in inclusive classrooms. The purpose of this study was to explore how differently special and general education teachers perceived knowledge, curriculum, purpose of learning, teachers and students’ roles, content knowledge, effective instruction, and evaluation. A total of 104 teachers including 53 special education teachers and 51 general education teachers participated a survey that researchers developed. Results of the study indicated that special and general education teachers were not significant different in their overall educational paradigm favoring objectivist approaches. However, there were significant differences between secondary special and general education teachers’ educational paradigm except teachers and students’ roles. In addition, their perceptions on effective, necessary, unnecessary instructional practices were different. For example, special education teachers considered individualized education, practices and repeated learning as effective instruction. However, general education teachers ranked lecturing and problem-based learning highly. Fortunately, the two groups showed positive levels of mutual understandings. The implications for teacher educators and in-service training were discussed.
KW - educational paradigm;differences between special and general education teachers;mutual understanding
DO -
UR -
ER -

Jeong, Eun-Hee and Yusung Heo. (2010). How Special and General Education Teachers See Education? Its’ Impacts on their Teaching Practices and Mutual Understandings. Journal of Special Education: Theory and Practice, 11(3), 227-251.

Jeong, Eun-Hee and Yusung Heo. 2010, "How Special and General Education Teachers See Education? Its’ Impacts on their Teaching Practices and Mutual Understandings", Journal of Special Education: Theory and Practice, vol.11, no.3 pp.227-251.

Jeong, Eun-Hee, Yusung Heo "How Special and General Education Teachers See Education? Its’ Impacts on their Teaching Practices and Mutual Understandings" Journal of Special Education: Theory and Practice 11.3 pp.227-251 (2010) : 227.

Jeong, Eun-Hee, Yusung Heo. How Special and General Education Teachers See Education? Its’ Impacts on their Teaching Practices and Mutual Understandings. 2010; 11(3), 227-251.

Jeong, Eun-Hee and Yusung Heo. "How Special and General Education Teachers See Education? Its’ Impacts on their Teaching Practices and Mutual Understandings" Journal of Special Education: Theory and Practice 11, no.3 (2010) : 227-251.

Jeong, Eun-Hee; Yusung Heo. How Special and General Education Teachers See Education? Its’ Impacts on their Teaching Practices and Mutual Understandings. Journal of Special Education: Theory and Practice, 11(3), 227-251.

Jeong, Eun-Hee; Yusung Heo. How Special and General Education Teachers See Education? Its’ Impacts on their Teaching Practices and Mutual Understandings. Journal of Special Education: Theory and Practice. 2010; 11(3) 227-251.

Jeong, Eun-Hee, Yusung Heo. How Special and General Education Teachers See Education? Its’ Impacts on their Teaching Practices and Mutual Understandings. 2010; 11(3), 227-251.

Jeong, Eun-Hee and Yusung Heo. "How Special and General Education Teachers See Education? Its’ Impacts on their Teaching Practices and Mutual Understandings" Journal of Special Education: Theory and Practice 11, no.3 (2010) : 227-251.