Teacher Educators' Self-Reported Preparedness to Teach Students With Special Educational Needs in Higher Education

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Teacher Educators' Self-Reported Preparedness to Teach Students With Special Educational Needs in Higher Education

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Publication Article, peer reviewed scientific
Title Teacher Educators' Self-Reported Preparedness to Teach Students With Special Educational Needs in Higher Education
Author Holmqvist, Mona ; Anderson, Lotta ; Hellström, Lisa
Date 2019
English abstract
This research explores teacher educators' self-reported preparedness to teach students with special educational needs. Teacher educators are concerned with preparing the next generation of teachers who will, in turn, be addressing the needs of students with special educational needs within schools. Being able to address this important task also in their own teaching at the teacher education program is important for their own credibility. In total, 104 teacher educators at two university faculties completed an online questionnaire with questions about teaching students with special education needs. The results showed a significant difference between the educators' self-reported professional development needs. At University B, educators rated their own competence as well as the organizational ability to meet students with special educational needs higher than educators at University A, regardless of disability One explanation for the differences in self-rated competence might be due to the mandatory courses about how to teach students with special educational needs, shaping a community of practice with a shared knowledge among the teacher educators at University B. However, the experienced challenge lies in difficulties to transform the knowledge of what is required and expected into practical solutions for teaching students with special educational needs.
DOI https://doi.org/10.33225/pec/19.77.584 (link to publisher's fulltext.)
Link https://doi.org/10.33225/pec/19.77.584 .Icon
Publisher Scientia Socialis
Host/Issue Problems of Education in the 21st Century;5
Volume 77
ISSN 1822-7864
Language eng (iso)
Subject disability research
inclusive teaching
professional development
special educational needs
teacher education
Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES
Handle http://hdl.handle.net/2043/30499 Permalink to this page
Link to publication in DiVA Find this research publication in DiVA.
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