How Expert Special Educators Effectively Negotiate Their Job Demands

Autor/inn/en	Ortogero, Shawna P.; Black, Rhonda S.; Cook, Bryan G.
Titel	How Expert Special Educators Effectively Negotiate Their Job Demands
Quelle	In: Journal of the American Academy of Special Education Professionals, (2017), S.6-24 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-7466
Schlagwörter	Expertise; Special Education; Special Education Teachers; Labor Demands; Qualitative Research; Case Studies; Secondary School Teachers; Semi Structured Interviews; Individualized Education Programs; Grounded Theory; Classroom Techniques; Observation; Journal Writing; Hawaii + Suchen Sie Ihr Suchwort? Expert appraisal; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Arbeitskampf; Tarifkonflikt; Qualitative Forschung; Case study; Fallstudie; Case Study; Individualized education program; Individualisierendes Lernen; Klassenführung; Beobachtung; Zeitschriftenaufsatz
Abstract	This qualitative case study explored how three expert secondary special education teachers in Hawaii successfully negotiated their job demands. Purposeful sampling was used to select one secondary school on the Leeward coast of Oahu. We used reputational-case sampling to select participants that fit Dreyfus and Dreyfus' (1980) expert theoretical construct, and defined expert special education teachers as (a) licensed to teach special education in Hawaii, (b) taught special education in Hawaii for a minimum of 6 years, and (c) nominated by their principals and special education department chair as experts. Data were derived from semi-structured interviews, observations, and teacher-kept time journals and were analyzed through individual and cross-case analysis to uncover underlying themes. Findings from this qualitative study identified resources and supports, skills, behaviors, and dispositions that three expert special education co-teachers used to effectively manage their multiple job demands such that they averted burnout and remained in the field. Major themes regarding what helped the participants juggle their job demands included relying on others for help; working beyond required work hours; multitasking; and having good classroom management skills, a positive attitude, and empathy. These results have implications for teacher education programs, administrators, and practitioners regarding the qualities of expert special educators, how to move from a novice to expert teacher, and providing role clarification. (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06