Teachers of Students with Visual Impairments: Motivations for Entering the Field of Visual Impairment and Reflections on Pre-Service Training

Autor/inn/en	Schles, Rachel Anne; Chastain, Madeline
Titel	Teachers of Students with Visual Impairments: Motivations for Entering the Field of Visual Impairment and Reflections on Pre-Service Training
Quelle	In: Journal of Visual Impairment & Blindness, 117 (2023) 1, S.62-73 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schles, Rachel Anne) ORCID (Chastain, Madeline)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0145-482X
DOI	10.1177/0145482X221149980
Schlagwörter	Visual Impairments; Students with Disabilities; Preservice Teacher Education; Special Education Teachers; Teacher Recruitment; Blindness + Suchen Sie Ihr Suchwort? Visual handicap; Sehbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehramtsstudiengang; Lehrerausbildung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerrekrutierung; Blindheit
Abstract	Introduction: The shortage of teachers of students with visual impairments is well documented, yet little research exists exploring the motivations of why individuals join the profession. This study evaluated why alumni of a Southeastern teacher preparation program became teachers of students with visual impairments and how they chose which program to attend. Methods: A mixed methods survey was distributed to program alumni who graduated between 2000 and 2020 with a bachelor's or master's degree in Visual Disabilities Special Education. Quantitative and qualitative data about participant demographics, motivation to become a teacher of students with visual impairments, the decision to choose the program, and experiences in the program were collected. Multiple measures were used for reliability and credibility in data analysis. Results: Forty-seven responses were received. Most respondents held at least one teaching license (n = 32) before entering the program and were drawn to the field after working with a student with visual impairment or a teacher of students with visual impairments. Participants reported hands-on and practical experiences in the community and the relationships with professors, mentors, and peers as the most impactful components of their training. Discussion: Most participants had prior teaching experiences before entering the program. Personnel preparation programs may focus program recruitment on current teachers who may be interested in becoming a teacher of students with visual impairments. Expanding the current survey to a national audience could allow for a better understanding of the motivations of the individuals who enter the profession. This information may be used to improve the recruitment of future teachers of students with visual impairments throughout the United States, and, particularly, in areas that are most affected by a shortage of these teachers. Implications for Practitioners: Relationships between school districts, teachers, teachers of students with visual impairments, and preparation programs are discussed, as well as implications for recruiting future teachers of students with visual impairments who will be motivated to stay in the field long-term. (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