An Exploration of Pre-Service Teachers' Expectations for Their Future Roles

Autor/in	Wasburn-Moses, Leah
Titel	An Exploration of Pre-Service Teachers' Expectations for Their Future Roles
Quelle	In: Teacher Education and Special Education, 32 (2009) 1, S.5-16 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406408330865
Schlagwörter	Teacher Burnout; Teacher Role; Disabilities; Special Education Teachers; Teacher Educators; Preservice Teachers; Attitudes; Comparative Analysis; Cooperation; Classroom Environment + Suchen Sie Ihr Suchwort? Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Lehrerrolle; Handicap; Behinderung; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Attitude; Einstellung; Verhalten; Co-operation; Kooperation; Klassenklima; Unterrichtsklima
Abstract	The diversity of teacher roles has been a long-standing concern in the field of special education. Role complexity has been implicated in teacher burnout and attrition and in the inefficiency of service delivery models. Recent evidence suggests that new policy may be further complicating teacher roles and that teachers may not be prepared for such change. This study is a comparison of 184 pre-service special education teachers' expectations for their future roles with the current roles of 133 practicing teachers. In general, pre-service teachers' expectations appeared to be quite accurate. Significant mismatches are revealed in several areas, particularly with respect to collaboration and the settings in which teachers work. Implications are presented for policy makers, administrators, and teacher educators. (Contains 3 tables.) (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: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10