Promoting inquiry skills for the improvement of self-efficacy domains in special education pre-service teacher training

Year 2020, Volume: 9 Issue: 2, 201 - 220, 31.08.2020

Sevda Doğan Dolapçıoğlu

Abstract

The inquiry skill that is as important as
developing teacher self-efficacy domains as a whole is quite crucial to
maintain the enhancement of professional self-efficacy. This phenomenon is
twofold as both quantitative and qualitative. The former is related to
determine the predictive power of inquiry skills as the main variable which
will trigger the development of teacher self-efficacy domains. The latter is
concerned with deeply defining the main points hindering or fostering the
improvement of inquiry skills in teacher education. To this end, the aim is to
create opportunities for special education teacher educators to revise their
in-class teaching practices. Based on quantitative results, inquiry skills of
teacher trainees have a positive meaningful influence on self-efficacy skills.
Qualitative results show that teacher trainees need to improve the domains of
self-confidence in knowledge acquisition and knowledge verification as inquiry
skills. 

Keywords

Inquiry skills, special education, teacher education, self-efficacy

References

• Aldan-Karademir, Ç., & Saracaloglu, A. S. (2013). The development of ınquiry skills scale: reliability and validity study. Asian Journal of Instruction, 1(2), 56-65.
• Blanton, L. P., Sindelar, P. T., & Correa, V. I. (2006). Models and measures of beginning teacher quality. The Journal of Special Education, 40(2), 115-127. doi: 10.1177/00224669060400020201
• Boardman, A. G., Argüelles, M. E., Vaughn, S., Hughes, M. T., & Klingner, J. (2005). Special education teachers' views of research-based practices. The Journal of Special Education, 39(3), 168-180. doi: 10.1177/00224669050390030401
• Brownell, M. T., Sindelar, P. T., Kiely, M. T., & Danielson, L. C. (2010). Special education teacher quality and preparation: Exposing foundations, constructing a new model. Exceptional Children, 76(3), 357-377. doi: 10.1177/001440291007600307
• Cook, B. G., & Cook, S. C. (2013). Unraveling evidence-based practices in special education. The Journal of Special Education, 47(2), 71-82. doi: 10.1177/0022466911420877
• Creswell, J. W. (2003). Research design. Qualitative, quantitative, and mixed methods approaches. Second Edition. Sage publications Inc.
• Çapa, Y., Çakıroğlu, J. & Sarıkaya, H. (2005). The development and validation of a Turkish version of the teachers’ sense of efficacy scale. Education and Science, 30 (137), 74-81.
• Çetinkaya, M.& Özyürek, C. (2019). T (2019). The effect of inquiry-based science activities on prospective science teachers’ scientific process skills. International Online Journal of Education and Teaching, 6(1), 56-70.
• Dukes, C., & Darling, S. M. (2014). Metaphors, organisms, and evolving approaches: Examining special education teacher preparation. doi: 10.1177/0888406413516157
• Dukes, C., Darling, S. M., & Doan, K. (2014). Selection pressures on special education teacher preparation: Issues shaping our future. Teacher Education and Special Education, 37(1), 9-20. doi.org/10.1177/0888406413513273
• Etscheidt, S., Curran, C. M., & Sawyer, C. M. (2012). Promoting reflection in teacher preparation programs: A multilevel model. Teacher education and Special education, 35(1), 7-26. doi: 10.1177/0888406411420887
• Gersten, R., Keating, T., Yovanoff, P., & Harniss, M. K. (2001). Working in special education: Factors that enhance special educators' intent to stay. Exceptional children, 67(4), 549-567. doi: 10.1177/001440290106700408
• Holdheide, L. (2015). Same debate, new opportunity: designing teacher evaluation systems that promote and support educators in practices that advance all students' learning. Journal of Special Education Leadership, 28(2).
• Karademir, Ç., & Saracaloğlu, A. S. (2017). Öğretmen adaylarının sorgulama ve eleştirel düşünme becerilerinin öğretmen öz yeterlik düzeyine etkisi. Electronic Turkish Studies, 12(33).
• Kuster, G., Johnson, E., Keene, K., & Andrews-Larson, C. (2018). Inquiry-oriented instruction: A conceptualization of the instructional principles. PRIMUS, 28(1), 13-30. doi:10.1080/10511970.2017.1338807
• Leko, M. M., Brownell, M. T., Sindelar, P. T., & Kiely, M. T. (2015). Envisioning the future of special education personnel preparation in a standards-based era. Exceptional Children, 82(1), 25-43. doi: 10.1177/0014402915598782
• Lemley, S. M., Hart, S. M., & King, J. R. (2019). Teacher Inquiry Develops Elementary Teachers’ Disciplinary Literacy. Literacy Research and Instruction, 58(1), 12-30. doi: 10.1080/19388071.2018.1520371
• Marquardt, M. J., 2004. Optimizing the Power of Action Learning. Palo Alto, CA, Davies:Black Publishing.
• Miles, M. B., Huberman, A. M., Huberman, M. A., & Huberman, M. (1994). Qualitative data analysis: An expanded sourcebook. sage.
• Onwuegbuzie, A. J.,& Leech, N. L. (2004). "Enhancing the Interpretation of “Significant” Findings: The Role of Mixed Methods Research". The Qualitative Report, 9(4): 770-792.
• Pedler, M., ed., 2011. Action Learning in Practice. Gower Publishing, Ltd.
• Powell-Moman, A. D., & Brown-Schild, V. B. (2011). The Influence of a Two-Year Professional Development Institute on Teacher Self-Efficacy and Use of Inquiry-Based Instruction. Science Educator, 20(2), 47-53.
• Quigley, C., Marshall, J. C., & Deaton, C. (2011). Challenges to inquiry teaching and suggestions for how to meet them. Science Educator, 20(1), 55-61.
• Ruppar, A., Roberts, C., & Olson, A. J. (2015). Faculty perceptions of expertise among teachers of students with severe disabilities. Teacher Education and Special Education, 38(3), 240-253. doi: 10.1177/0888406414552331
• Shepherd, K. G., Fowler, S., McCormick, J., Wilson, C. L., & Morgan, D. (2016). The search for role clarity: Challenges and implications for special education teacher preparation. Teacher Education and Special Education, 39(2), 83-97. doi: 10.1177/0888406416637904
• Soffe, S. M., M. J.Marquardt, and E.Hale. 2011. Action Learning and Critical Thinking: A Synthesis of Two Models. Action Learning: Research & Practice 8, no. 3: 211-30. doi: 10.1080/14767333.2011.614927.
• Spooner, F., Algozzine, B., Wood, C. L., & Hicks, S C. (2010). What we know and need to know about teacher education and special education. Teacher Education and Special Education, 33(1), 44-54. doi: 10.1177/0888406409356184.
• Tashakkori, A., & Teddlie, C. (1998). Mixed methodology: Combining qualitative and quantitative approaches. Applied Social Research Methods Series (Vol.46). Thousand Oaks, CA: Sage.
• Tschannen-Moran, M., and Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and teacher education, 17(7), 783-805. doi: 10.1016/S0742-051X(01)00036-1.
• Wilson, S. M., Floden, R. E., & Ferrini-Mundy, J. (2001). Center for the Study of Teaching and Policy, Teacher preparation research: Current knowledge, gaps, and recommendations: A research report prepared for the US department of education and the office for educational research and improvement, February 2001. Center for the Study of Teaching and Policy.
• Woolf, S. B. (2015). Special education professional standards: How important are they in the context of teacher performance evaluation?. Teacher Education and Special Education, 38(4), 276-290. doi: 10.1177/0888406414557284
• Woolf, S. B. (2018). Critical skills for special educator effectiveness: which ones matter most, and to whom?. Teacher Education and Special Education. doi: 0888406418776714.
• Zeichner, K. M. (1983). Alternative paradigms of teacher education. Journal of teacher education, 34(3), 3-9. doi: 10.1177/002248718303400302
• Zion, M., Schanin, I., & Shmueli, E. R. (2013). Teachers’ performances during a practical dynamic open inquiry process. Teachers and Teaching, 19(6), 695-716. doi: 10.1080/13540602.2013.827457
• Maaß, K., & Artigue, M. (2013). Implementation of inquiry-based learning in day-to-day teaching: a synthesis. ZDM, 45(6), 779-795.