The Field Experience Study in Elementary School Special Class and the Practical Knowledge of A Special Education Teacher

2018 ◽  
Vol 20 (4) ◽  
pp. 55-85
Author(s):  
Eun-Ji Youk ◽  
Kyoung-Won Lim
Keyword(s):  
Special Education ◽  
Elementary School ◽  
Special Class ◽  
Field Experience ◽  
Practical Knowledge ◽  
Special Education Teacher ◽  
Education Teacher

Promoting Reflective Ability Through a Comprehensive Field Experience That Combined Video Analysis and Bug-In-Ear Coaching

2021 ◽  
pp. 016264342110220
Author(s):  
Sarah A. Nagro ◽  
Kelley Regan ◽  
Christan Coogle ◽  
Kristen M. O’Brien ◽  
Alexandra R. Raines ◽  
...  
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
Video Analysis ◽  
Teacher Candidates ◽  
Field Experience ◽  
Single Case ◽  
Functional Relation ◽  
Special Education Teacher ◽  
Education Teacher ◽  
Qualitative Methodologies

The purpose of this study was to investigate the effectiveness of promoting special education teacher candidates’ reflective ability through a comprehensive field experience that combined (a) reflecting-on-action through video analysis with (b) reflecting-in-action through bug-in-ear coaching with real-time feedback. First, we implemented two concurrent single case designed studies to examine the functional relation between the comprehensive field experience and teacher candidates’ reflective ability. Second, we used qualitative methodologies to explore teacher candidates’ perceptions of the record, receive, review, reflect, revise comprehensive reflection cycle as a teacher preparation approach. Overall, special education teacher candidates across both cases ( N = 6) improved their reflective ability in relation to engaging in comprehensive reflection activities. Additionally, candidates identified many meaningful benefits of including comprehensive reflection in teacher preparation. Implications and limitations of these findings are discussed.

Developing a Theory of Program Vision as Professional Socialization in Special Education Teacher Preparation

2021 ◽  
pp. 088840642110589
Author(s):  
Hannah Morris Mathews
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
General Education ◽  
Special Educators ◽  
Professional Socialization ◽  
Special Education Teacher ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Education Teacher ◽  
Roles And Responsibilities

In general education, researchers find candidates’ pre-service experiences are a tool for socialization into the knowledge, norms, and values of the profession. An important aspect of this process is program vision—the collective understanding of teaching put forth by a preparation program. Yet, few investigations in special education examine program vision. Using interviews with candidates across six teacher preparation programs, the author generates theory to understand the role of vision in special education teacher candidates’ professional socialization and how experiences of program vision are associated with their conceptions of their future roles and responsibilities. Candidates’ conception of special educators’ roles reflected three characterizations consistent within, but distinct across programs: Direct Instructor, Supportive Differentiator, and General Responder. Each profile was associated with unique roles and responsibilities for special educators. Findings draw attention to the importance of examining vision as a tool for professional socialization in special education teacher preparation.

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