A Phenomenological Exploration of the Lived Experience of Special Education Teachers Working with Special Needs Children

Autor/in	Keeler, Kristy M.
Titel	A Phenomenological Exploration of the Lived Experience of Special Education Teachers Working with Special Needs Children
Quelle	(2012), (170 Seiten) PDF als Volltext Verfügbarkeit Psy.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2678-4717-1
Schlagwörter	Hochschulschrift; Dissertation; Special Education Teachers; Disabilities; Teaching Experience; Phenomenology; Qualitative Research; Interviews; Teacher Attitudes; Pennsylvania + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Handicap; Behinderung; Phenomenological psychology; Phänomenologie; Psychologie; Qualitative Forschung; Interviewing; Interviewtechnik; Lehrerverhalten
Abstract	The purpose of this study was to increase understanding of the lived experiences of special education teachers. The Giorgi phenomenological model was utilized for this qualitative project. The study looked in detail at the lived experiences of five special education teachers actively working in Pennsylvania schools. Information gathered came from in-depth interviews with the teachers who shared candid views and perceptions of their experiences. It was predicted that they would provide unique perspectives to the experience, including positives and challenges that they live daily. Knowledge gained from this project should provide knowledge of common fundamental themes unique to this sample. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01