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Attitudes toward the Promotion of Self-determination among Teachers in Special Needs Schools in Japan
https://doi.org/10.20569/00006365
https://doi.org/10.20569/00006365d86ee825-86bb-42e6-a90f-87147a7f5b49
名前 / ファイル | ライセンス | アクション |
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Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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公開日 | 2023-04-10 | |||||
タイトル | ||||||
タイトル | Attitudes toward the Promotion of Self-determination among Teachers in Special Needs Schools in Japan | |||||
言語 | en | |||||
言語 | ||||||
言語 | eng | |||||
主題 | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | Casual Agency Theory | |||||
主題 | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | special needs education | |||||
主題 | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | students with disabilities | |||||
主題 | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | Japan | |||||
資源タイプ | ||||||
資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
資源タイプ | departmental bulletin paper | |||||
ID登録 | ||||||
ID登録 | 10.20569/00006365 | |||||
ID登録タイプ | JaLC | |||||
アクセス権 | ||||||
アクセス権 | open access | |||||
アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||
作成者 |
前原, 和明
× 前原, 和明× 萩原, 真由美× 山口, 明日香× 土肥, 靖人× 八重田, 淳 |
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内容記述 | ||||||
内容記述タイプ | Abstract | |||||
内容記述 | Background: There is a growing need to support student self-determination in special needs education in Japan. No study has examined special needs education teachers’ attitudes and perceptions toward promoting self-determination to understand what they knew about self-determination and what practices they were using in their instruction. Specific aims: The purpose of this study was to explore how Japanese special needs education teachers perceived self-determination and educational efforts and issues regarding self-determination support for students with disabilities. Methods: We translated the self-determination survey developed and widely used in the United States into Japanese to collect data on teachers’ attitudes toward promoting self-determination. The sample included 176 teachers from two schools. Findings: All teachers were familiar with SD, but when explaining it, they simply used the word ‘determination’, and the concept of self-determination remained an abstract concept for teachers. The results indicated a discrepancy between the perceived importance of self-determination and the providing opportunities. Some of the reasons for not teaching self-determination skills included a lack of time for such instruction, the presence of other competing priorities, and lack of familiarity with specific self-determination teaching methods. Discussion: Although Japanese teachers are aware of the importance of self-determination, they do not sufficiently incorporate it in their specific educational activities. To support student self-determination, teachers must have a concrete understanding of self-determination and implement explicit self-determination instruction based on the theory and practice. To this end, it is necessary to widely educate teachers about knowledge and skills to promote student self-determination. | |||||
言語 | en | |||||
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出版タイプ | VoR | |||||
出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
書誌情報 |
ja : 秋田大学高等教育グローバルセンター紀要 巻 4, p. 33-43, 発行日 2023-03 |
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収録物識別子 | ||||||
収録物識別子タイプ | EISSN | |||||
収録物識別子 | 2435-5968 | |||||
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収録物識別子タイプ | NCID | |||||
収録物識別子 | AA12894863 | |||||
出版者 | ||||||
出版者 | 秋田大学高等教育グローバルセンター | |||||
言語 | ja |