| Item type |
紀要論文 / Departmental Bulletin Paper(1) |
| 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
萩原, 真由美
山口, 明日香
土肥, 靖人
八重田, 淳
|
| 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 |
| 出版タイプ |
|
|
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
|
| 収録物識別子 |
|
|
収録物識別子タイプ |
EISSN |
|
収録物識別子 |
2435-5968 |
| 収録物識別子 |
|
|
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 |
kkg4(33).pdf (692.0 kB)
