Learning to teach special education: A balancing act of assumptions, reality, and best practice
Yükleniyor...
Dosyalar
Tarih
2015
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Taylor & Francis As
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Thirty-two pre-service special education teachers carried out a 14-week informal practicum arranged for the purposes of this research to accompany the three classes they were taking in their program of study and to provide them with the needed setting and opportunities for hands-on experiences and reflection as they construct an understanding of the content offered to them in the program. Data were collected via structured observation, interviews, weekly reflection logs, and group discussions. Qualitative methods were employed to capture the developmental processes of the pre-service teachers. The study utilized the Critical Realistic perspective and the Ecological Systems Theory as theoretical framework. The teachers seemed to have developed their own vision to overcome theory-practice gap and were more open to collaborative efforts by the end of the study. Findings are discussed and implications for special education teacher preparation are deliberated.
Açıklama
Anahtar Kelimeler
special education, teacher education, theory-practice gap, reflection, professional identity development
Kaynak
Cogent Education
WoS Q Değeri
N/A
Scopus Q Değeri
Q2
Cilt
2
Sayı
1
