Investigating the Effect of a Surprise Created by a Discrepant Event on Preservice Teachers’ Learning and Perceptions
Thursday, March 21 4:15-4:45 PM
The purpose of this study was to investigate the effects of a discrepant event on preservice teachers’ perceptions regarding the experiences of English as Second Language (ESL) students in the classroom. Preservice teachers presented with a lecture in Arabic, a language with which they were unfamiliar, were administered a pretest/posttest survey to determine their perceptions regarding their ability to accommodate ESL students in their future classrooms. Participants were 89 preservice teachers attending courses focusing on foundations of special education and diverse learners. The results of the present study revealed a significant mean difference between students’ perception about ESL accommodation before and after their experience of the surprise lecture. Further, a multiple linear regression analysis was conducted to examine variables that predict students’ ability to utilize the suitable response to intervention with ESL students. The results showed that the predictor model accounts for 45% of the variance in the dependent variable and was statistically significant at p < .000. The model individual predictors were examined further, and the result indicated that the independent variables “response to intervention” and “self-efficacy to create suitable curricula” found to be a significant predictor of students’ ability to utilize the suitable response to ESL intervention.