Teacher Preparation for Low-Incidence, High-Need Special Education Classrooms -- A Qualitative Analysis

Autor/in	Higgins, James
Titel	Teacher Preparation for Low-Incidence, High-Need Special Education Classrooms -- A Qualitative Analysis
Quelle	(2023), (206 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Manhattanville College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-8243-2
Schlagwörter	Hochschulschrift; Dissertation; Preservice Teacher Education; Teacher Education Programs; Students with Disabilities; Teacher Competencies; Program Effectiveness; Self Contained Classrooms; Self Efficacy; Beginning Teachers; Special Education Teachers; Teacher Attitudes; Student Needs; New York + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehramtsstudiengang; Lehrerausbildung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrkunst; Self-efficacy; Selbstwirksamkeit; Junior teacher; Junglehrer; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerverhalten
Abstract	Teacher preparation programs are critical to the induction of new teachers into the field. Research has shown student teaching and embedded field experiences are essential components of these teacher preparation programs and are therefore included as a culminating element of teacher preparation programs. However, little is known of the effectiveness of these programs to prepare new teachers adequately to enter the self-contained special education classrooms in which less than 1% of students in New York State are educated. The purpose of this qualitative research was to understand the self-efficacy of novice self-contained special education teachers and the perceptions of faculty and staff of several Hudson Valley teacher preparatory programs toward teachers' preparation to meet the myriad needs of students in this low-incidence special education setting. Major findings of this study revealed novice special education teachers in self-contained settings who work with students with significant disabilities feel unprepared. Teacher preparation staff concurred their programs devote limited attention to the needs of teachers to work with high-needs students in self-contained classrooms. A document analysis indicated that programs do not provide specific coursework for preparation for these specialized settings. This study urged decision makers in teacher preparation programs to introduce courses and fieldwork in self-contained settings to simulate those situations in which novice teachers may work. Suggestions were also offered to special education administrators charged with introducing new teachers to better acclimate them to a setting that may be unfamiliar. Mentoring and other induction processes can be useful in supporting these new teachers. Such programs can impact the delivery of services positively, assist new teachers in their relationships with related service providers and para-educators, and increase new teacher retention. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01