Source: Teacher Education and Special Education, Volume 39, Issue 3, August 2016
For this study, global content was integrated into one course of an undergraduate special education teacher education program.
A total of 118 teacher candidates were enrolled in the course over two semesters. A pre–post test design was used with the comparison group following the traditional course syllabus and the intervention group following an enhanced syllabus that included enriched global content delivered via course instruction and class discussions. Teacher candidates’ perceptions of their global competence were compared using a survey. In addition, global learning outcomes were assessed using a rubric to evaluate a lesson plan assignment.
Results demonstrated that the candidates in the intervention group scored significantly higher than those in the comparison group. The findings were consistent across both semesters.
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