Using video-aided self-reflection to prepare novice special education teachers: Meeting the diverse needs of students
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Authors
Author (Corporation)
Publication date
08/2017
Typ of student thesis
Course of study
Collections
Type
04A - Book part
Editors
Djoub, Zineb
Editor (Corporation)
Supervisor
Parent work
Fostering reflective teaching practice in pre-service education
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DOI of the original publication
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Series
Advanced in Higher Education and Professional Development (AHEPD)
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Volume
Issue / Number
Pages / Duration
272-287
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Publisher / Publishing institution
IGI Global
Place of publication / Event location
Hershey
Edition
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Abstract
The growing diversity of America’s public schools has created pressure for universities and teacher preparation programs to develop strategies to aid novice teachers in meeting a variety of student needs. In addition to cultural and linguistic differences, special education teachers must also be prepared to meet the variety of academic, social, and emotional needs of students identified with disabilities. To accomplish this, studies investigating the potential of video based reflection to impact novice and pre-service teachers’ ability to implement pedagogical theory into practice have increased. This chapter examines the use of video as a tool to engage novice special education teachers’ reflection on the implementation of culturally responsive pedagogy (CRP), differentiated instruction (DI), and universal design for learning (UDL).
Keywords
differentiated instruction, culturally relevant pedagogy, universal design for learning, video analysis, critical reflection, teacher education, disproportionate representation, prompting tool
Subject (DDC)
370 - Erziehung, Schul- und Bildungswesen
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ISBN
978-1-5225-2963-7
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Language
English
Created during FHNW affiliation
Yes
Strategic action fields FHNW
Publication status
Published
Review
Peer review of the complete publication
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License
Citation
DAVIS, Jason P., Kevin OH und Natalie NUSSLI, 2017. Using video-aided self-reflection to prepare novice special education teachers: Meeting the diverse needs of students. In: Zineb DJOUB (Hrsg.), Fostering reflective teaching practice in pre-service education. Hershey: IGI Global. S. 272–287. Advanced in Higher Education and Professional Development (AHEPD). ISBN 978-1-5225-2963-7. Verfügbar unter: http://hdl.handle.net/11654/25376