In the Czech Republic, and other counties in Central Europe, inclusive education, as well as behavior analysis, is emerging as theoretical concepts and practical applications. Teaching strategies supporting a diverse learning population are not yet commonplace. An initial step to establishing better practices in primary and secondary education is modeling the changes we want to see at the postsecondary level, specifically in preservice teacher training classrooms. Therefore, data on student engagement were collected within a pilot study that was conducted with 15 learners in an undergraduate teacher education course in the Czech Republic. The larger goal of the pilot was looking at the method of information delivery (online vs. in person). However, it also used a behavior-analytic method for promoting student engagement that involved an active student responding system and participation-contingent reinforcement. Data revealed that using the behavior-analytic strategies in the higher education classroom created an effective model for the preservice educators. Data demonstrated strong student participation, accuracy, and social validity. A review of the process suggested it was easy to use, created a didactic teaching environment, and could set the stage for better practices in inclusive education.
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The authors have no conflict of interest to declare.
The manuscript and research reported adhere to the ethical policies described in the Author Guidelines.
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The data that support the findings of this study are available from the corresponding author upon reasonable request.
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Kingsdorf, S., Pančocha, K. Being the Change That You Want to See: Using Behavior-Analytic Strategies in Preservice Teacher Training to Support Inclusive Learning in the Czech Republic. Behav. Soc. Iss. (2021). https://doi.org/10.1007/s42822-021-00048-0
- Active student responding
- Higher education
- Preservice teachers
- ESL learners
- Czech Republic