Literaturnachweis - Detailanzeige
| Autor/inn/en | McKissick, Bethany R.; Wrenn, Melissa; Vach, Sarah |
|---|---|
| Titel | Exploring Preparedness to Enter the Field: A Q Method Approach to Understanding a Beginning Rural Special Education Educator Preparation Program |
| Quelle | In: Rural Special Education Quarterly, 42 (2023) 3, S.162-175 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/87568705231182439 |
| Schlagwörter | Rural Education; Special Education Teachers; Teacher Education Programs; Teacher Competencies; Program Effectiveness; Employment Qualifications; Q Methodology; Self Efficacy; Readiness; Diversity; Student Needs; Teacher Role; Teacher Leadership; Preservice Teacher Education; Teacher Effectiveness; Curriculum; Experiential Learning; Courses; College Faculty; Student Attitudes; North Carolina Ländliche Erwachsenenbildung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrkunst; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Self-efficacy; Selbstwirksamkeit; Lehrerrolle; Lehrerfunktionsstelle; Lehramtsstudiengang; Lehrerausbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Curricula; Lehrplan; Rahmenplan; Experiental learning; Erfahrungsorientiertes Lernen; Kursangebot; Fakultät; Schülerverhalten |
| Abstract | In this program description, we examined the impact of East Carolina University's educator preparation program on beginning special educators' preparedness and confidence to meet professional standards and fulfill their job responsibilities using Q methodology. For this work, undergraduate interns who were enrolled in a rural-focused teacher preparation program that is also located rurally completed a Q sort of national standards for special education teachers and a written questionnaire. Data were analyzed using factor analysis and thematic analysis to draw conclusions about the interns' perceptions of self-efficacy within the context of their programmatic experiences. Findings indicated interns felt prepared to encourage diversity and address individual students' needs; however, they need more support engaging in professional practice and assuming the role of a collaborative leader. In addition, targeted coursework, such as developing Individualized Education Programs, supported their learning. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 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 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
