본문 바로가기
  • Home

An analysis of pre-service teachers’ recognition on instructional design activities in special education

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2012, 13(3), pp.125-153
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

PARK, KYOUNG-OCK 1 Seonjin Seo 2

1대구대학교
2건양대학교

Accredited

ABSTRACT

The purpose of this study was to analyze special education pre-service teachers’ perceptions and enactment of instructional design activities during their teaching practicum by their majors and previous experience of developing lesson plans. Three hundreds and sixty pre-service teachers from 11 universities nationwide answered the survey on instructional design activities from Dick & Carey model right after finishing their teaching practicum. The results are as follows: special education pre-service teachers did not enact instructional design activities enough to satisfy what they actually perceived instructional design activities as importantly in teaching students with disabilities. Pre-service teachers developed their instructional planning differently by their majors (that is, early childhood, elementary, and secondary special education major). It was also reported that they had trouble with instructional design in terms of developing learning objectives, planning instructional activities, developing instructional materials, implementing instructional adaptation, engaging instructional evaluation, and using reflection. The discussions and implications for instructional design and teacher education in special education were provided.

Citation status

* References for papers published after 2022 are currently being built.