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

Autor/in	Mathews, Hannah Morris
Titel	Developing a Theory of Program Vision as Professional Socialization in Special Education Teacher Preparation
Quelle	In: Teacher Education and Special Education, 46 (2023) 1, S.5-25 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mathews, Hannah Morris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/08884064211058901
Schlagwörter	Educational Theories; Educational Objectives; Special Education; Preservice Teachers; Socialization; Student Attitudes; Teacher Role; Teacher Response; Role Perception; Special Education Teachers; Profiles; Preservice Teacher Education + Suchen Sie Ihr Suchwort? Educational theory; Theory of education; Bildungstheorie; Educational objective; Bildungsziel; Erziehungsziel; Special needs education; Sonderpädagogik; Sonderschulwesen; Socialisation; Sozialisation; Schülerverhalten; Lehrerrolle; Lehrerkommentar; Role conception; Rollenverständnis; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Charakterisierung; Profilanalyse; Lehramtsstudiengang; Lehrerausbildung
Abstract	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. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01