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@article{ART001623742},
author={JUNG-SOOK OH},
title={The Meaning of Good Instruction Perceived by Pre-service Special Education Teachers},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2011},
volume={12},
number={4},
pages={537-556}

TY - JOUR
AU - JUNG-SOOK OH
TI - The Meaning of Good Instruction Perceived by Pre-service Special Education Teachers
JO - Journal of Special Education: Theory and Practice
PY - 2011
VL - 12
IS - 4
PB - Research Institute of the Korea Special Education
SP - 537
EP - 556
SN - 1598-060X
AB - The purpose of this study was to examine pre-service special education teachers’ perceptions of good instructions in special education. Open-ended questionnaires were used to survey participants’ perceptions of desirable instructions as well as improper ones. In addition, participants’ suggestions to pre-service teacher education training programs were collected, which pertain to the ways to train capable and quality pre-service teachers. The participants were 103 seniors who had finished student teaching from D university across early childhood, elementary, and secondary special education majors. Only trustful responses from 66 participants were used for analyses. The results showed that pre-service special education teachers perceived ‘good instruction’ has to be individualized according to learners’ type and severity of disabilities, developmental level, and knowledge level. Instructional method wise, respondents indicated that good instructions should guarantee learners’ participation, activity based, practical experiences, and utilization of various instructional media. On the contrary, improper instructions included directive, teacher oriented, and no individualization. Monotonous instructions lacking of participation and activity were perceived as improper instructions as well. Respondents’ suggestions to pre-service training program to train quality personnel included providing more practical knowledge and experience in connection with the field, and offering classes to improve students’ instructional competence.
KW - effective instruction;good instruction;pre-service special education teacher’s perceptions
DO -
UR -
ER -

JUNG-SOOK OH. (2011). The Meaning of Good Instruction Perceived by Pre-service Special Education Teachers. Journal of Special Education: Theory and Practice, 12(4), 537-556.

JUNG-SOOK OH. 2011, "The Meaning of Good Instruction Perceived by Pre-service Special Education Teachers", Journal of Special Education: Theory and Practice, vol.12, no.4 pp.537-556.

JUNG-SOOK OH "The Meaning of Good Instruction Perceived by Pre-service Special Education Teachers" Journal of Special Education: Theory and Practice 12.4 pp.537-556 (2011) : 537.

JUNG-SOOK OH. The Meaning of Good Instruction Perceived by Pre-service Special Education Teachers. 2011; 12(4), 537-556.

JUNG-SOOK OH. "The Meaning of Good Instruction Perceived by Pre-service Special Education Teachers" Journal of Special Education: Theory and Practice 12, no.4 (2011) : 537-556.

JUNG-SOOK OH. The Meaning of Good Instruction Perceived by Pre-service Special Education Teachers. Journal of Special Education: Theory and Practice, 12(4), 537-556.

JUNG-SOOK OH. The Meaning of Good Instruction Perceived by Pre-service Special Education Teachers. Journal of Special Education: Theory and Practice. 2011; 12(4) 537-556.

JUNG-SOOK OH. The Meaning of Good Instruction Perceived by Pre-service Special Education Teachers. 2011; 12(4), 537-556.

JUNG-SOOK OH. "The Meaning of Good Instruction Perceived by Pre-service Special Education Teachers" Journal of Special Education: Theory and Practice 12, no.4 (2011) : 537-556.