Content Acquisition Podcasts' Impact on Preservice Teachers' Understanding of Language and Disability

Autor/inn/en	McNamara, Scott W. T.; Wilson, Kylie R.; Petersen, Amy
Titel	Content Acquisition Podcasts' Impact on Preservice Teachers' Understanding of Language and Disability
Quelle	In: British Journal of Educational Technology, 51 (2020) 6, S.2513-2528 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12927
Schlagwörter	Knowledge Base for Teaching; Audio Equipment; Handheld Devices; Information Dissemination; Preservice Teachers; Disabilities; Language Usage; Student Attitudes; Knowledge Level + Suchen Sie Ihr Suchwort? Teaching theory; Theory of teaching; Unterrichtstheorie; Audio-CD; Informationsverbreitung; Handicap; Behinderung; Sprachgebrauch; Schülerverhalten; Wissensbasis
Abstract	Educators' understanding and use of language is particularly relevant in relation to historically marginalized groups, such as people with disabilities. However, previous research has suggested that teacher education programs do not adequately address the concepts of language and disability. Content acquisition podcasts (CAPs) may provide them with knowledge related to language and disability. The purposes of this investigation were to determine how a CAP impacts undergraduate students' understanding of language with regards to people with disabilities, and examine undergraduate students' perceptions towards CAPs as a learning tool. Qualitative analyses, a pairwise t-test, and a Pearson's correlation analysis were used to determine CAP's impact on 43 preservice educators. Results revealed that the CAP significantly increased the participants' knowledge and that the participants had positive perceptions towards the CAP. Findings from focus group discussions indicated a number of themes emerged in relation to both language use regarding people with disabilities and CAPs. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01