Masters Theses/Capstone Projects

Date of Award

4-27-2019

Document Type

Thesis

Degree Name

Curriculum and Instruction (MAE)

Department

Education

Advisor

Dr. Dee Knoblauch, Ph.D.

First Committee Member

Dr. Carol Young, 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.

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