Courses Designed to Improve Preservice Teachers’ Perceptions and Knowledge of Diverse Students

• In Event: Issues in Urban Teacher Education

Abstract

This study investigates the impact of courses of a teacher education program that sought to extend preservice teacher candidates’ perception, knowledge, and practice of teaching mathematics for students with special needs. After concentrated theories and activities regarding research-based content delivery for students with special needs, the teacher candidates were required to implement them in the field. While themes in the candidates’ writings and lesson plans suggest some use of research-based strategies, teacher candidates perceived their knowledge and skills of teaching students with learning disability much higher than the knowledge-based post-test results. This presentation will share the course design approach and detailed results. Further discussion with participants about the process of teaching preservice teachers to work with diverse students is expected.

Authors

• Leah Herner-Patnode, The Ohio State University - Lima

• Hea-Jin Lee, The Ohio State University - Lima