Being the Change That You Want to See: Using Behavior-Analytic
Strategies in Preservice Teacher Training to Support Inclusive
Learning in the Czech Republic

J 2021

Being the Change That You Want to See: Using Behavior-Analytic Strategies in Preservice Teacher Training to Support Inclusive Learning in the Czech Republic

KINGSDORF, Sheri Leigh a Karel PANČOCHA

Základní údaje

Originální název

Being the Change That You Want to See: Using Behavior-Analytic Strategies in Preservice Teacher Training to Support Inclusive Learning in the Czech Republic

Autoři

KINGSDORF, Sheri Leigh (840 Spojené státy, domácí) a Karel PANČOCHA (203 Česká republika, garant, domácí)

Vydání

Behavior and Social Issues, NEW YORK, Springer, 2021, 1064-9506

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

50302 Education, special

Stát vydavatele

Spojené státy

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Kód RIV

RIV/00216224:14410/21:00121933

Organizační jednotka

Pedagogická fakulta

DOI

http://dx.doi.org/10.1007/s42822-021-00048-0

UT WoS

000667117800002

Klíčová slova anglicky

Using Behavior-Analytic Strategies; Preservice Teacher Training; Inclusive Learning

Štítky

rivok

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 8. 3. 2022 11:21, Dana Nesnídalová

Anotace

V originále

In the Czech Republic, and other counties in Central Europe, inclusive education, as well as behavior analysis, is emerging as theoretical concepts and practical applications. Teaching strategies supporting a diverse learning population are not yet commonplace. An initial step to establishing better practices in primary and secondary education is modeling the changes we want to see at the postsecondary level, specifically in preservice teacher training classrooms. Therefore, data on student engagement were collected within a pilot study that was conducted with 15 learners in an undergraduate teacher education course in the Czech Republic. The larger goal of the pilot was looking at the method of information delivery (online vs. in person). However, it also used a behavior-analytic method for promoting student engagement that involved an active student responding system and participation-contingent reinforcement. Data revealed that using the behavior-analytic strategies in the higher education classroom created an effective model for the preservice educators. Data demonstrated strong student participation, accuracy, and social validity. A review of the process suggested it was easy to use, created a didactic teaching environment, and could set the stage for better practices in inclusive education.

Návaznosti

MUNI/A/1457/2020, interní kód MU

Název: Role rodičů a dalších pečovatelů při vzdělávání dětí s poruchami autistického spektra a jinými neurovývojovými poruchami

Investor: Masarykova univerzita, Role rodičů a dalších pečovatelů při vzdělávání dětí s poruchami autistického spektra a jinými neurovývojovými poruchami

Citovat

KINGSDORF, Sheri Leigh a Karel PANČOCHA. Being the Change That You Want to See: Using Behavior-Analytic Strategies in Preservice Teacher Training to Support Inclusive Learning in the Czech Republic. Behavior and Social Issues. NEW YORK: Springer, 2021, roč. 30, č. 1, s. 295-307. ISSN 1064-9506. Dostupné z: https://dx.doi.org/10.1007/s42822-021-00048-0.

@article{1782317,
   author = {Kingsdorf, Sheri Leigh and Pančocha, Karel},
   article_location = {NEW YORK},
   article_number = {1},
   doi = {http://dx.doi.org/10.1007/s42822-021-00048-0},
   keywords = {Using Behavior-Analytic Strategies; Preservice Teacher Training; Inclusive Learning},
   language = {eng},
   issn = {1064-9506},
   journal = {Behavior and Social Issues},
   title = {Being the Change That You Want to See: Using Behavior-Analytic Strategies in Preservice Teacher Training to Support Inclusive Learning in the Czech Republic},
   url = {https://link.springer.com/article/10.1007%2Fs42822-021-00048-0},
   volume = {30},
   year = {2021}
}

TY  - JOUR
ID  - 1782317
AU  - Kingsdorf, Sheri Leigh - Pančocha, Karel
PY  - 2021
TI  - Being the Change That You Want to See: Using Behavior-Analytic Strategies in Preservice Teacher Training to Support Inclusive Learning in the Czech Republic
JF  - Behavior and Social Issues
VL  - 30
IS  - 1
SP  - 295-307
EP  - 295-307
PB  - Springer
SN  - 10649506
KW  - Using Behavior-Analytic Strategies
KW  - Preservice Teacher Training
KW  - Inclusive Learning
UR  - https://link.springer.com/article/10.1007%2Fs42822-021-00048-0
N2  - In the Czech Republic, and other counties in Central Europe, inclusive education, as well as behavior analysis, is emerging as theoretical concepts and practical applications. Teaching strategies supporting a diverse learning population are not yet commonplace. An initial step to establishing better practices in primary and secondary education is modeling the changes we want to see at the postsecondary level, specifically in preservice teacher training classrooms. Therefore, data on student engagement were collected within a pilot study that was conducted with 15 learners in an undergraduate teacher education course in the Czech Republic. The larger goal of the pilot was looking at the method of information delivery (online vs. in person). However, it also used a behavior-analytic method for promoting student engagement that involved an active student responding system and participation-contingent reinforcement. Data revealed that using the behavior-analytic strategies in the higher education classroom created an effective model for the preservice educators. Data demonstrated strong student participation, accuracy, and social validity. A review of the process suggested it was easy to use, created a didactic teaching environment, and could set the stage for better practices in inclusive education.
ER  -

KINGSDORF, Sheri Leigh a Karel PANČOCHA. Being the Change That You Want to See: Using Behavior-Analytic Strategies in Preservice Teacher Training to Support Inclusive Learning in the Czech Republic. \textit{Behavior and Social Issues}. NEW YORK: Springer, 2021, roč.~30, č.~1, s.~295-307. ISSN~1064-9506. Dostupné z: https://dx.doi.org/10.1007/s42822-021-00048-0.

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