Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Co-Teaching and Collaboration: Preservice Teachers’ Knowledge, Attitudes, and Perceived Sense of Efficacy in Teaching Students with Disabilities

Tamara M. Bowlin, Ph.D., Sherry Mee Bell, Ph.D., Mari Beth Coleman, Ph.D., David F. Cihak, Ph.D.
  • Tamara M. Bowlin, Ph.D. (Author) University of Tennessee, Knoxville image/svg+xml
    Tamara M. Bowlin, Ph.D. is a recent graduate from the University of Tennessee obtaining her Ph.D. in education with a focus in special education. She currently teaches students with high incidence disabilities at the secondary level and serves as an adjunct professor at the University of Tennessee, Knoxville. Her primary interest of research includes preparing preservice educators to enter the teaching profession.
  • Sherry Mee Bell, Ph.D. (Author) University of Tennessee, Knoxville
    Sherry Mee Bell, Ph.D. earned her Ph.D. at the University of Tennessee where she is a Professor and Department Head of Theory and Practice in Teacher Education. Her scholarship interests include teacher education; attributional style; and assessment and instruction of struggling readers, students who are twice-exceptional, and students with learning disabilities. Dr. Bell has presented numerous international/national presentations and is author of numerous scholarly articles. She is co-author of The Handbook of Reading Assessment, 2nd edition (2016) and Assessment of Reading Instructional Knowledge-Adults (2012).
  • Mari Beth Coleman, Ph.D. (Author) University of Tennessee, Knoxville
    Mari Beth Coleman, Ph.D. is an associate professor in the Special Education Program at the University of Tennessee. Her primary area of research interest is the use of systematic instruction and assistive technology to promote curriculum access for students with a wide range of abilities. She also is interested in teacher education, particularly in preparing teachers to work with students who have physical and health impairments.
  • David F. Cihak, Ph.D. (Author) University of Tennessee, Knoxville
    David F. Cihak, Ph.D. is an associated professor at the University of Tennessee in the Special Education Program. His work regards remedying classroom-based problems associated with academic and social/behavioral problems of children and adolescents with severe disabilities and Autism. He is interested in self-regulation and independent functioning that result in greater competency, community access, and acceptance.
DOI
https://doi.org/10.64546/jaasep.283
Abstract
A quasi-experimental design and multiple regression analysis were used to examine responses of 153 preservice general and special education teachers as a function of (a) participation in an introductory special education course and (b) viewing a co-teaching video (Friend, 2005) versus observing an inclusive classroom. Based on responses to pre- and post-measures (30 test-bank items, Mastropieri & Scruggs, 2010; Preservice Inclusion Survey, Shippen, Crites, Houchins, Tamsey, & Simon, 2005; and Teacher’s Sense of Efficacy Scale, Tschannen-Moran, & Woolfolk Hoy, 2001), results showed participants’ knowledge, attitudes, and sense of efficacy increased significantly from pre-to post-course survey (p < 0.001). In addition, participants who viewed the co-teaching video scored significantly higher on self-efficacy (p = 0.04) than those who observed in vivo. However, there were no differences in knowledge or attitudes (p > 0.05) based on video versus observation. Finally, attitudes, but not knowledge, significantly predicted sense of efficacy (R[superscript 2] = 0.21). Implications for teacher preparation programs are discussed.
Keywords
Correlation, Inclusion, Introductory Courses, Likert Scales, Multiple Regression Analysis, Observation
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How to Cite
Bowlin, T. M., Bell, S. M., Coleman, M. B., & Cihak, D. F. (2015). Co-Teaching and Collaboration: Preservice Teachers’ Knowledge, Attitudes, and Perceived Sense of Efficacy in Teaching Students with Disabilities. Journal of the American Academy of Special Education Professionals, 10(3), 37-57. https://doi.org/10.64546/jaasep.283

Fall 2015

Article Information

  • Article Type Articles
  • Submitted September 12, 2015
  • Published October 15, 2015
  • Issue Fall 2015
  • Section Articles
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