Effects of Modeling on Attitudes and Perceptions of Preservice Special Education Teachers

Abstract

The current study examined the effect of modeling instructional strategies in an introductory class for preservice special education teuchers. Participants' attitudes toward various instructional strategies with regard to their own learning and their perceptions of instructional strategies to use with teaching students with exceptionalities were examined. Results indicated that attitudes and perceptions of preservice special educators were positively affected by the instructor's modeling of certain strategies.