Search results for: Special education teachers
Page 1/10 96 items
Preparing Pre-Service Special Education Teachers to Facilitate Parent Involvement, Knowledge, and Advocacy: Considerations for Curriculum
More than 40 years after passage of the Individuals with Disabilities Education Act (IDEA), some special education teacher preparation programs offer limited coursework on parent involvement, advocacy, or home–school collaboration. For pre-service special education teachers and/or novice special education teachers working with students with disabilities and their parents in practice, prior parent involvement coursework often enhances knowledge and abilities to provide resources, advocacy support, and insight. Yet, for this to occur in practice, special education teacher preparation program faculty should continue to consider how curriculum that instructs and provides resources regarding home–school collaboration, advocacy, conflict resolution, and federal legislation and programmatic support can enhance parent involvement. Therefore, this article examines IDEA parent involvement provisions, IDEA-mandated and federally funded conflict resolution options, and Parent Training and Information Centers that provide parents resources and support. Also, this article offers suggestions for teacher preparation faculty developing or refining parent involvement curricula.
Updated: Aug. 17, 2020
The Development of Preservice Teachers’ Self-Efficacy for Classroom and Behavior Management Across Multiple Field Experiences
This study explored the development of preservice special education teachers’ self-efficacy for classroom and behaviour management as they progressed through a four-semester professional development sequence. Findings indicated that although self-efficacy levels were variable across semesters, statistically significant changes in group self-efficacy levels were noted when compared to beginning levels. Despite noted increases in self-efficacy levels, participants continued to express a need for training in evidence-based practices and strategies for addressing extreme behaviours. Implications and limitations are discussed.
Updated: Mar. 08, 2020
Despite the increased focus on why new special education teachers leave the field, the knowledge related to teacher attrition in special education is still somewhat limited when compared with the field of general education. In this study, the authors conduct several Nominal Group Technique (NGT) focus groups to learn more about the perceived needs of new special education teachers. Focus groups are held with three specific groups, preservice special education teachers, new special education teachers, and school administrators to further investigate the potential differences in perceptions about the needs and roles of new special education teachers.
Updated: Jul. 28, 2019
TPACK in Special Education: Preservice Teacher Decision Making While Integrating iPads Into Instruction
This study examined how preservice teachers’ instructional decision making reflected the use of technological, pedagogical, and content knowledge (TPACK) components in an elementary-level special education setting. The findings reveal that the preservice special education teachers had multiple opportunities to practice combining technological knowledge, pedagogical knowledge, and content knowledge to make instructional decisions through technology integration. In addition, the participants blended components of this specialized knowledge to make in-the-moment teaching decisions when integrating technology into tutoring sessions.
Updated: Jul. 17, 2018
This study aimed to determine the effects of microteaching on the sense of self-efficacy in teaching of a group of special education pre-service teachers’ in comparison with the effects of traditional teaching. The findings revealed that the sense of self-efficacy in teaching of the participants in both the control and experimental groups increased. An important result was that the sense of self-efficacy of the participants in the experimental group increased at a statistically significant level when compared with that of the participants in the control group.
Updated: Jun. 12, 2018
This study aimed to understand the characteristics of the questions and responses of prospective teachers (PTs) who engaged in a mathematics-specific consultation about how to meet the mathematics learning needs of a student with special education needs (SEN). The findings reveal that elementary PTs did not maximise the potential of questioning and responding stages of the consultations. The authors found that elementary PTs rarely asked about how the SEN affected the mathematics learning. They also rarely attended to either the mathematics content or the student engagement in the mathematical practice.
Updated: Feb. 06, 2018
Special Education Trainee Teachers’ Perceptions of their Professional World: Motives, Roles, and Expectations from Teacher Training
The aim of this study is to examine how special education teacher trainees who were about to begin their training perceive their professional world. The findings revealed that participants described the world of special education as being very closed, consisting of only teacher and students, completely devoid of any learning environs or community and organizational systems. In the world they described, special education teachers serve as role models for others, and devote their lives to their students. Unlike their expectations that they will be working in a closed environment in which they are solo players, they will have to work in complex, multidimensional working environments that also comprise children without special needs, other teachers and professionals, parents, and members of the community.
Updated: Aug. 16, 2017
How Do Professional Learning Communities Aid and Hamper Professional Learning of Beginning Teachers Related to Differentiated Instruction?
This study explores how professional learning communities (PLCs) can enhance beginning teachers’ professional learning in differentiated instruction (DI). Furthermore, it examines how structural and cultural school conditions foster the development of PLCs in the schools’ organization. A comparative analysis was carried out in three schools with high (case A), medium (case B), and low (case C) levels of beginning teachers’ professional learning in DI.The analysis indicated that the three cases could be situated at different stages of PLC development. The authors can situate case C in the ‘beginning stage’, case B can be allocated to the ‘evolving stage’, and case A can be assigned to the ‘mature stage’. Furthermore, the authors found that organizational structures and cultural school conditionsin these three cases were related to different stages of developing PLC.
Updated: Aug. 13, 2017
The Affordances and Constraints of Special Education Initial Teacher Licensure Policy for Teacher Preparation
The authors examined initial licensure polices in special education to determine how these policies support or hinder reform efforts to develop teacher education programs that prepare graduates for the increasingly complex needs of diverse students. Initial special education licensure policies are described with an emphasis on the differences across states on two key options: whether licensure for special education teachers is a stand-alone initial license or whether the state requires a general education license prior to obtaining a second license in special education.
Updated: May. 11, 2017
Perils to Self-Efficacy Perceptions and Teacher-Preparation Quality among Special Education Intern Teachers
This study examines special education intern teachers’ perceived levels of teaching efficacy and the important roles of teaching resources, teachers’ backgrounds, and support from school districts, teacher preparation programs, and pupils’ parents. The findings reveal that the relationship between the quality of support and the level of personal teaching efficacy (PTE) was statistically significant for intern teachers. The authors explain that teaching context in the form of lack of support from school districts, lack of resources, and heavy workloads present grave perils to teachers’ self-efficacy and can weaken the ultimate success of special education teachers. Low levels of self-efficacy combined with increased stress brought about by the emphasis on test scores can contribute to teacher burnout and high rates of attrition for special education intern teachers.
Updated: Apr. 25, 2017