علاقة اتجاهات الطالبات المعلمات تخصص الرياضيات والتربية الخاصة في كلية التربية بالجبيل نحو مهنة التدريس بتحصيلهن الدراسي في مقررات الإعداد التربوي التخصصية الرياضية = Student's Parameters Directions Relationship Specialty Math and Special Education in the College of Education in Jubail towards the Teaching Profession Pthsahin Academic Decisions in Preparing Educational Specialist Sports

2016 ◽  
pp. 131-162
Author(s):  
رائدة محمد رشيد
Keyword(s):  
Special Education ◽  
College Of Education ◽  
Teaching Profession ◽  
Academic Decisions

scholarly journals Saudi Pre-Service Special Education Teachers’ Knowledge and Perceptions Toward Using Computer Technology

2021 ◽  
Vol 14 (3) ◽  
pp. 125
Author(s):  
Manal M. Alanazy ◽  
Reem F. Alrusaiyes
Keyword(s):  
Special Education ◽  
Computer Technology ◽  
Special Education Teachers ◽  
College Of Education ◽  
Female Teachers ◽  
Technology In Teaching ◽  
Technology Applications ◽  
Training Courses ◽  
Assessment Survey ◽  
Needs Assessment Survey

The authors investigated pre-service special education teachers’ prior experience in using computers and their perception of the knowledge, and their preparedness toward integrating computer technology in teaching, barriers in integrating computer technology in their teaching practices and the level of confidence teachers gained from using technology applications in teaching. Fifty-eight pre-service special education female teachers from a college of education in Saudi Arabia responded to a needs assessment survey. Most participants had more than eight years of experience in using computers. They reported that they are able to integrate computer technologies in their teaching but acknowledged the need for more training courses. The barriers mentioned were a lack of equipment, lack of practice, and lack of maintenance. The findings of this research reveal that there is a need to intensify or enhance the technology courses in programs that prepare special education teachers and focus on the practical aspects of integrating technology in teaching.

Legal Rights and Wrongs of Special Education

1984 ◽  
Vol 8 (2) ◽  
pp. 18-24
Author(s):  
Robert Hayes
Keyword(s):  
Special Education ◽  
Human Rights ◽  
Educational Policy ◽  
Policy Making ◽  
Teaching Profession ◽  
Legal Rights ◽  
Educational Context ◽  
Special Educator ◽  
Wide Range ◽  
Public Scrutiny

What kind of legal scene will the special educator face in the 1990’s? It will be a scene whose genesis was in the bright idealism of the 1960’s. It will be marked by much greater accountability by the teaching profession for its mistakes and shortcomings than is possible under existing legal mechanisms. It will be marked by much greater public scrutiny and influence over educational policy making than is possible under the last vestiges of the Westminster system by which we are presently governed. It will be marked by greater use of the federal education funding power to achieve observance of human rights in the educational context, for both public and private sectors, than is at present politically possible. And it will be marked by the introduction of a wide range of external policing authorities, acting as watch dogs for students’ and parents’ human and legal rights.

scholarly journals The effect of the teacher preparation program in the College of Education on student teachers' acquisition of professional competencies in relation to their attitudes towards the teaching profession

2011 ◽  
Vol 5 (2) ◽  
pp. 54
Author(s):  
Nasser Al rwahi ◽  
Suliman Al Balushi
Keyword(s):  
Teacher Preparation ◽  
Student Teachers ◽  
College Of Education ◽  
Teaching Profession ◽  
Point Of View ◽  
Teacher Preparation Program ◽  
Professional Competencies ◽  
Preparation Program ◽  
Teaching Competencies ◽  
Teachers Attitudes

The aims of the current study were to measure student teachers' acquisition level of professional competencies from their point of view, to determine the most influential elements of the teacher preparation program on the acquisition of these competencies, and to study the relationship between the acquisition of these competencies and the student teachers' attitudes towards the teaching profession. The sample included ١٦٧† student teachers in the College of Education at Sultan Qaboos University. Two instruments were designed: one to measure the professional competencies and other to measure the attitudes towards the teaching profession. The two instruments were uploaded on the internet for the purpose of data collection. The results showed that in the view of student teachers, the teaching competencies were most important with the highest ranking, and the evaluation competencies came last. Regarding the most influential elements of the teacher preparation program, the teaching practicum came first, then the curriculum and instruction courses, and then the psychology courses. Also, from the student teachers' point of view, the level of influence the foundation and administration courses was weak. The females outperformed males in preparation and teaching competencies. However, there were no significant differences among the means of the competencies or in the overall means. The females also displayed more positive in attitudes towards the teaching profession. In general, the student teachers' attitudes towards teaching were moderate; however, the relationship between the acquisition of the professional competencies and the attitudes towards the teaching profession was statistically significant.

scholarly journals Special Education for inclusion in Europe: critical issues and comparative perspectives for teachers' education between Italy and Portugal

2020 ◽  
pp. 78-89
Author(s):  
Gianluca Amatori ◽  
Helena Mesquita ◽  
Rosario Quelhas
Keyword(s):  
Special Education ◽  
Knowledge Society ◽  
Learning Opportunities ◽  
Teaching Profession ◽  
Future Research ◽  
Common Features ◽  
2030 Agenda ◽  
Critical Issues ◽  
Professional Profile ◽  
The Relationship

The contribution of Special Education in the context of teacher education is becoming increasingly essential, especially if we take into account the epistemological wealth deriving from the relationship with numerous related sciences. This contribution aims at comparing the training axes of Italy and Portugal in order to detect common features and future research tracks in a comparative perspective and with an open look at complexity. In particular, the aim is to investigate whether (and how) the inclusive educational dimension of teachers is organized and designed to meet the needs of all pupils, also with reference to the programmatic actions promoted by the 2030 Agenda (ONU, 2015) which sees in the educational axis a real catalyst of development capable of breaking down inequalities and promoting lifelong learning opportunities for all. Without forgetting, then, that the teaching profession needs, today more than ever, a sharing, open on an international level, regarding the professional profile traceable in the main and priority competences to be possessed in the increasingly globalized knowledge society.

scholarly journals English Department Students' Attitudes towards Teaching Profession

2019 ◽  
Vol 25 (105) ◽  
pp. 376-391
Author(s):  
Dr. Hanan Dhia Akef Alsalihi
Keyword(s):  
College Of Education ◽  
Attitude Scale ◽  
Teaching Profession ◽  
Mean Values ◽  
Statistical Significant Difference ◽  
Ibn Rushd ◽  
Significant Difference ◽  
Service Training ◽  
Efl Students ◽  
Students Attitudes

      Attitudes refer to the inside tendency and thoughts that reflect when a person is displayed to some phenomenon. The main objectives of the present research are to: discover EFL students' attitudes towards teaching profession, and find out if there is a statistical significant difference in attitudes between students at the college of Education "Ibn Rushd" and students at the college of Education for women in Baghdad University? and to discover, if there is a statistical significant difference in attitudes between males and females? The sample is 90 students are selected from in-service training teachers \ fourth stage at college of education Ibn_Rushd and college of education for women. The researcher uses an attitude scale as a tool which consists of a 20 item "likert scale" consists of six subscales. Each one has a statement that pertains to a particular aspect of possibility and assessing teacher’s vocational attitudes. The results show that EFL female students' as well as males do have real tendency toward teaching profession, the Mean values shows that no significant difference between the two colleges (college of education for women & college of Ibn Rushd) about their attitude which means both of them show favourable attitude toward teaching profession.

Len Cosson Memorial Lecture. Special Education Policy for Children with Moderate Learning or Behavioural Difficulties in New Zealand: Does “Inclusion” Really Mean “Exclusion“?

1998 ◽  
Vol 22 (1) ◽  
pp. 5-11
Author(s):  
Keri Wilton
Keyword(s):  
Special Education ◽  
New Zealand ◽  
Education Policy ◽  
Teaching Practice ◽  
College Of Education ◽  
Memorial Lecture ◽  
Special Educator ◽  
Special Education Policy ◽  
Behavioural Difficulties ◽  
Education Association

This invited Lecture is held at each National Conference of the New Zealand Special Education Association to honour the memory of Len (Leyland Duvalle) Cosson (1933–1987), and is sponsored by the Len Cosson Memorial Trust. Len was a distinguished New Zealand special educator, and at the time of his untimely death he was Principal Lecturer in Special education at Christchurch College of Education. At Christchurch, had established New Zealand’s first special 1‐year training course for teachers in special education; he wrote many influential handbooks and articles aimed at improving teaching practice in special education; and played a major role in the establishment of NZSEA.

Diverse Experiences Lead to a Career in Applied Research: A Conversation With Ann Daunic

2021 ◽  
pp. 105345122110018
Author(s):  
Megan R. Worth ◽  
Daniel V. Poling
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Applied Research ◽  
College Of Education ◽  
Childhood Studies ◽  
University Of Florida ◽  
Education School ◽  
Special Education School ◽  
The University

Dr. Ann P. Daunic is an emeritus scholar in the School of Special Education, School of Psychology, and Early Childhood Studies in the College of Education at the University of Florida (UF). A graduate of Ohio Wesleyan University, she has a PhD in special education from UF and an MS in psychology from Tufts University.

scholarly journals Education, Second Courser, and non-College of Education Graduate’s Performance in the Licensure Examination for Teachers of JRMSU-TC SY 2013-2016

2019 ◽  
Vol 34 (1) ◽  
Author(s):  
Dana Faye T. Salundaguit
Keyword(s):  
Secondary Education ◽  
Elementary Education ◽  
Professional Education ◽  
College Of Education ◽  
Teaching Profession ◽  
Licensure Examination ◽  
Statistical Measures ◽  
Low Performance ◽  
Jose Rizal ◽  
Regulatory Commission

Licensure Examination for Teachers (LET) is a standardized examination given to qualified graduates who wish to engage in the teaching profession in both elementary and secondary level. The examination is administered by the Professional Regulatory Commission twice in a year and set the passing percentage to 75%. The study employed a descriptive method of research in determining the LET performances of Education and non-Education graduates of Jose Rizal Memorial State University-Tampilisan Campus (JRMSU-TC). LET results coming from the Professional Regulatory Commission (PRC) were considered as the main data of the study. The present study considered 281 Elementary Education takers broken down into 168 BEED graduates and 113 non Education graduates, and 235 Secondary Education takers classified according to 75 BSED graduates, 127 Professional Education Certificate (PEC) graduates, and 33 non-College of Education (CED) graduates. The statistical measures used in the study were frequency count and percentage. The salient features were as follows: The Bachelor of Elementary Education (BEED) first takers performed well in the LET but combining their results with the repeaters, and non-education graduates, results barely surpass the national passing percentage.  In the case of the Bachelor of Secondary Education (BSED), overall results indicated low performance in the LET or below the national passing percentage. Based on the findings of the study it was recommended to review the policies of the College of Education particularly on the entry and retention policies, faculty commitment, and the conduct of review classes and mock board.

scholarly journals An overview of the second year of a mentoring program designed for special education teachers of children with autism in the early years of professionÖğretmenliğin ilk yıllarında otizm spektrum bozukluk tanılı öğrencilerle çalışan özel eğitim öğretmenlerine uygulanan mentorluk programının ikinci yılına bakış

2017 ◽  
Vol 14 (4) ◽  
pp. 3548 ◽  
Author(s):  
Yeşim Güleç Aslan ◽  
Canan Sola Özgüç
Keyword(s):  
Special Education ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Teaching Profession ◽  
Early Years ◽  
Mentoring Program ◽  
Online Mentoring ◽  
Mentally Disabled ◽  
Second Year ◽  
And Coping

Early years of teaching profession can be hard especially for teachers of children with autism spectrum disorder (ASD) due to difficulties of ASD. Work adjustment programs are designed to facilitate first years of teachers who may have difficulty in adjusting to teaching, performing teaching and coping with behavior problems. These programs can include services aimed to help acquire knowledge and skills, mentoring, and consulting. This paper presents a qualitative case study on the second year of an online mentoring program designed for teachers of students with ASD. The study participants include seven teachers graduated from the Education of Mentally Disabled Program and working in special education implementation centers students with ASD. The data was collected through artifacts, opinion form, and researcher diary. The results show that the online mentoring program involves topics for the participants’ needs and offers benefits such as professional development and adjustment. The results also include participants’ views on the weaknesses and strengths of the program.Extended English abstract is in the end of PDF (TURKISH) file. ÖzetÖğretmenlik mesleğinin ilk yılları, otizm spektrum bozukluğu (OSB) öğrencilerle çalışan öğretmenler için, OSB’nin kendine özgü güçlüklerinden dolayı zor geçebilmektedir. Öğretmenliğe alışmanın yanı sıra, öğretim sunmada ve davranış sorunlarıyla baş etmede sorunlar yaşayabilen bu öğretmenlerin mesleklerinin ilk yıllarını başarılı bir şekilde geçirmelerini sağlayan işe uyum programları; bilgi ve beceri kazandırma amaçlı hizmetler, mentorluk, danışmanlık şeklinde yürütülebilmektedir. Bu araştırmada, mesleğinin ilk yıllarını OSB alanında çalışan öğretmenlere yönelik bir çevrimiçi mentorluk programının ikinci yılı nitel vaka çalışmasıyla incelenmiştir. Katılımcılar, özel eğitim uygulama merkezleri ve bağımlı Otistik Çocuklar Eğitim Merkezlerinde (OÇEM) göreve başlayan Z.E.Ö. lisans programı mezunu yedi öğretmendir. Veriler, süreç ürünleri, görüş formu ve araştırmacı günlükleri ile toplanmıştır. Betimsel analiz sonucundaki bulgular çevrimiçi mentorluk programının katılımcıların ihtiyaçlarına yönelik konulardan oluştuğunu, programın mesleki gelişim, uyum gibi faydaları olduğunu göstermiştir. Ayrıca, programın eksik ve güçlü yönlerine ilişkin katılımcı görüşleri bulgularda yer almıştır. Araştırmanın, çevrimiçi mentorluk programlarının planlanması ve yürütülmesi sürecine ışık tutabileceği düşünülmektedir.

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