Understanding the Career Decision-Making of Early Intervention Teachers through the Use of Social Cognitive Career Theory

Autor/in	Geskie, Jennifer Susan
Titel	Understanding the Career Decision-Making of Early Intervention Teachers through the Use of Social Cognitive Career Theory
Quelle	(2023), (199 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Manhattanville College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-3998-9
Schlagwörter	Hochschulschrift; Dissertation; Career Choice; Teacher Shortage; Social Theories; Cognitive Processes; Teacher Attitudes; Influences; Educational Experience; Preservice Teacher Education; Early Childhood Teachers; Disabilities; Early Intervention; New York + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrermangel; Gesellschaftstheorie; Cognitive process; Kognitiver Prozess; Lehrerverhalten; Influence; Einfluss; Einflussfaktor; Bildungserfahrung; Lehramtsstudiengang; Lehrerausbildung; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Handicap; Behinderung
Abstract	A pervasive and widespread shortage of early intervention (EI) teachers is preventing vital services from reaching infants and toddlers with disabilities during their most critical period of brain development. To better understand the EI teacher shortage, this qualitative study examined the career decision-making of 11 EI teachers from the Mid-Hudson and New York City regions of New York. Guided by Lent, Brown, and Hackett's (1994) social cognitive career theory (SCCT), semi-structured interviews explored how the complex interplay of person variables, learning experiences, and environmental contexts contributed to how these teachers made meaning of careers in EI and why they chose EI teaching careers over other teaching opportunities. As conceptualized in SCCT, pathways to careers teaching in EI were influenced early-on through familial educator role models and opportunities to volunteer or work with children with disabilities. Undergraduate degree programs in fields such as psychology and social work were also notable learning experiences along participants' routes to EI. Key findings suggest the non-traditional aspects of teaching in EI such as working one-on-one with a child, teaching in the home setting, and engaging in collaborative coaching with families were appealing and highly valued. Acquisition of the skills, knowledge, and confidence to teach in EI was credited to interdisciplinary experiences and EI-specific practice and clinical feedback, often gained through in-service training rather than preservice teacher preparation. Implications for EI leaders and higher education faculty include the need for intentional recruitment of EI teachers across academic and professional sectors and across the lifespan, teaching strategies to promote EI core competencies in graduate courses, and further consideration of the potential benefits and drawbacks of EI specialization at the preservice level. [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	2024/1/01