Charting the Dispositional Knowledge of Beginning Teachers in Special Education

Autor/inn/en	LePage, Pamela; Nielsen, Shelley; Fearn, Emilene J.
Titel	Charting the Dispositional Knowledge of Beginning Teachers in Special Education
Quelle	In: Teacher Education and Special Education, 31 (2008) 2, S.13-28 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
Schlagwörter	Graduate Students; Student Attitudes; Beginning Teachers; Special Education Teachers; Student Characteristics; Teacher Attitudes; Teacher Characteristics; Beliefs; Program Effectiveness; Prior Learning; Special Needs Students; Inclusive Schools; Mainstreaming; Attitude Measures + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Junior teacher; Junglehrer; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Belief; Glaube; Vorkenntnisse; Sonderpädagogischer Förderbedarf; Inclusive school; Integrative Schule
Abstract	When graduate students enter special education programs, they arrive with dispositional knowledge that can assist or hinder them in their professional development. Over the course of two years, the researchers in this study assessed the dispositions of beginning teachers in a special education program at a west coast state university. The researchers gathered data using qualitative methods, which included analyzing vision statements, survey questions, and interviews. The results of this study describe how students entered the program with a variety of perceptions and attitudes and how course work and clinical experiences in these programs affected students' attitudes, as instructors began building on students' prior experience and knowledge. (Contains 7 tables.) (As Provided).
Anmerkungen	Teacher Education Division of the Council for Exceptional Children. Available from: Allen Press, Inc. 810 East 10th Street, Lawrence, KS 66044. Tel: 800-627-0629; Web site: http://www.tese.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10