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dc.contributor.authorGAO, HEKUN
dc.date.accessioned2013-10-01T13:35:04Z
dc.date.available2013-10-01T13:35:04Z
dc.date.issued2013-10-01
dc.identifier.urihttp://hdl.handle.net/10464/5012
dc.description.abstractThis study investigated the effectiveness of an Ontario-developed online Special Education teacher training course as a model for in-service teacher professional development in China. The study employed a mixed method approach encompassing both a quantitative survey and a qualitative research component to gather perceptions of Chinese and Canadian teachers, educational administrators, and teacher-educators who have intensive experience with online education, Special Education, and teacher preparation programs both in China and Canada. The study revealed insufficient understanding of Special Education among the general Chinese population, underdevelopment of Special Education teacher preparation in China, and potential benefits of using a Canadian online teacher training course as a model for Special Education in China. Based on the literature review and the results of this study, it is concluded that online Canadian Special Education teacher in-service courses can set an example for Chinese Special Education teacher training. A caveat is that such courses would require localized modifications, support of educational authorities, and pilot testing.en_US
dc.subjectOnline educationen_US
dc.subjectSpecial and inclusive educationen_US
dc.subjectChinese Special Education teacher trainingen_US
dc.subjectCanadian online teacher trainingen_US
dc.subjectIntercultural communicationen_US
dc.titleAn Ontario-Developed Online Special Education Teacher Course Model for Chinaen_US
refterms.dateFOA2021-08-03T02:00:17Z


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