Special Education and Subject Teachers' Self-Perceived Readiness to Teach Mathematics to Low-Performing Middle School Students

Autor/inn/en	Ekstam, Ulrika; Korhonen, Johan; Linnanmäki, Karin; Aunio, Pirjo
Titel	Special Education and Subject Teachers' Self-Perceived Readiness to Teach Mathematics to Low-Performing Middle School Students
Quelle	In: Journal of Research in Special Educational Needs, 18 (2018) 1, S.59-69 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/1471-3802.12393
Schlagwörter	Special Education; Mathematics Instruction; Low Achievement; Middle School Students; Educational Change; Teacher Effectiveness; Beliefs; Teacher Attitudes; Self Efficacy; Special Education Teachers; Mathematics Teachers; Pedagogical Content Knowledge + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Mathematics lessons; Mathematikunterricht; Unterdurchschnittliche Leistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Bildungsreform; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Belief; Glaube; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Pädagogische Kompetenz
Abstract	Educational reforms during the last decade have led to a more inclusive environment for students with different needs and have placed demands on teachers' readiness to instruct diverse students in the general classroom. Previous research has ascertained that student achievement is correlated with teacher quality and teachers' efficacy beliefs. Today, basic competence in mathematics is more important than ever for managing routine day-to-day activities and therefore, identifying and educationally supporting students with low performance in mathematics is necessary. The aim of the study was to investigate the perceived teacher efficacy beliefs of special education and mathematics teachers when teaching mathematics to low-performing middle school students. Results indicated that special education teachers had higher teacher efficacy beliefs than mathematics teachers. Teacher experience, certification or gender had no effect on teachers' efficacy beliefs. Furthermore, subject teachers reported high pedagogical knowledge for teaching low-performing students, and special education teachers reported having moderate mathematical subject knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01