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How Special and General Education Teachers See Education? Its’ Impacts on their Teaching Practices and Mutual Understandings

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2010, 11(3), pp.227-251
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

Jeong, Eun-Hee 1 Yusung Heo 1

1조선대학교

Accredited

ABSTRACT

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.

Citation status

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