Beginning Teachers' Views of Their Collaborative Roles

Autor/inn/en	Conderman, Greg; Johnston-Rodriguez, Sarah
Titel	Beginning Teachers' Views of Their Collaborative Roles
Quelle	In: Preventing School Failure, 53 (2009) 4, S.235-244 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
Schlagwörter	Educational Needs; School Culture; Special Education Teachers; Teacher Attitudes; Beginning Teachers; Teacher Role; Teacher Persistence; Student Surveys; Inclusive Schools; Teacher Collaboration; Knowledge Base for Teaching + Suchen Sie Ihr Suchwort? Educational need; Bildungsbedarf; Schulkultur; Schulleben; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Junior teacher; Junglehrer; Lehrerrolle; Schülerbefragung; Inclusive school; Integrative Schule; Lehrerkooperation; Teaching theory; Theory of teaching; Unterrichtstheorie
Abstract	The Individuals With Disabilities Education Improvement Act (2004) made significant changes in the roles of general and special educators, especially related to inclusion and collaboration. This pilot study examined the perceptions of beginning elementary and secondary school special and general education teachers in a midwestern state in the United States regarding their preparation for and the importance of their new roles, as well as their current training needs and plans to remain in teaching. The authors provide results from forced-choice and open-ended survey questions along with implications and suggestions for future research, especially in the areas of school culture, 1st-year mentoring, and preservice preparation. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10