Masters Theses/Capstone Projects
Date of Award
4-27-2019
Document Type
Thesis
Degree Name
Curriculum and Instruction (MAE)
First Committee Member
Dr. Carol Young, Ph.D.
Advisor
Dr. Dee Knoblauch, Ph.D.
Second Committee Member
Dr. Grace McDaniel, Ph.D.
Keywords
Self-efficacy, Inclusion
Subject Categories
Disability and Equity in Education | Educational Methods | Higher Education | Special Education and Teaching
Abstract
The purpose of this capstone project was to engage in narrative inquiry to explore teacher self-efficacy of inclusion teachers in a classroom where teachers may have low sense of teacher self-efficacy. Two special education teachers who have experienced challenges in co-teaching in the regular classrooms explored pre-conferencing with the general education teacher before class and reflecting with the general education teacher after the class period to try and increase teacher self-efficacy. They met regularly throughout the study and discussed their sense of teacher self-efficacy as it relates to the techniques explored and completed the Teaching Students with Disabilities Scale. The findings were that the teacher’s self-efficacy was increased when meeting regularly with the general education teacher to reflect on the lesson.
Recommended Citation
Damico, Kylie, "Improving Inclusion Teacher Self-Efficacy Through Narrative Inquiry" (2019). Masters Theses/Capstone Projects. 20.
https://digitalcommons.otterbein.edu/stu_master/20
Included in
Disability and Equity in Education Commons, Educational Methods Commons, Higher Education Commons, Special Education and Teaching Commons