Abstract
The purpose of this study was to investigate the utility of concept maps to evaluate the depth of inquiry and knowledge for pre-service educators. Participants included undergraduate general education teacher candidates enrolled in an introductory special education course. Through the use of a pretest and posttest design, the authors collected quantitative and qualitative data using concepts to evaluate teacher candidate knowledge. Based on the results, the authors concluded concept maps were a practical tool to estimate essential conceptual knowledge. Implications and suggestions for future research will be discussed.
Recommended Citation
Lopuch, Jeremy and O'Brien, Christopher
(2024)
"Authentic Assessment Using Concept Mapping in Multiple Modes of Instruction for a Special Education Teacher Education Course,"
Teacher Education Journal of South Carolina: Vol. 17:
No.
1, Article 7.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol17/iss1/7