Listen-Identify-Brainstorm-Reality-Test-Encourage (LIBRE) Problem-Solving Model: Addressing Special Education Teacher Attrition through a Cognitive-Behavioral Approach to Teacher Induction

Autor/inn/en	Guerra, Norma S.; Hernandez, Art; Hector, Alison M.; Crosby, Shane
Titel	Listen-Identify-Brainstorm-Reality-Test-Encourage (LIBRE) Problem-Solving Model: Addressing Special Education Teacher Attrition through a Cognitive-Behavioral Approach to Teacher Induction
Quelle	In: Action in Teacher Education, 37 (2015) 4, S.334-354 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2015.1078752
Schlagwörter	Special Education Teachers; Alternative Teacher Certification; Problem Solving; Teacher Persistence; Beginning Teachers; Faculty Development; Teacher Attitudes; Self Concept; Self Efficacy; Coping; Workshops; Peer Influence; Behavior Modification; Cognitive Restructuring; Teacher Behavior; Barriers; Observation; Interviews; Documentation; Individual Characteristics; Teaching Methods; Teaching Styles + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Problemlösen; Junior teacher; Junglehrer; Lehrerverhalten; Selbstkonzept; Self-efficacy; Selbstwirksamkeit; Bewältigung; Lernwerkstatt; Schulung; Behaviour modification; Verhaltensänderung; Teacher behaviour; Beobachtung; Interviewing; Interviewtechnik; Dokumentation; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstil; Unterrichtsstil
Abstract	Special education teacher attrition rates continue to challenge the profession. A cognitive-behavioral problem-solving approach was used to examine three alternative certification program special education teachers' professional development through a series of 41 interviews conducted over a 2-year period. Beginning when they were novice special educators, we collected information concerning what they identified as problems and whether their demonstrated self-awareness about problem solving might influence their professional persistence. As would be expected, analyses suggest, these teachers demonstrated more deliberate, active, and self-directed problem solving at the end of data collection than at the beginning. This self-awareness may facilitate teacher sense of control and problem-solving efficacy and thus may increase the likelihood that novice special educators will remain in the field. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01