A Mixed-Methods Study Assessing Special Education Preservice Candidates' Preparedness for Their First Year of Teaching

Autor/inn/en	Tillman, Beverly A.; Richards, Stephen B.; Frank, Catherine Lawless
Titel	A Mixed-Methods Study Assessing Special Education Preservice Candidates' Preparedness for Their First Year of Teaching
Quelle	In: Journal of Educational Research and Practice, 1 (2011) 1, S.50-66 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-8693
Schlagwörter	Mixed Methods Research; Special Education; Feedback (Response); Cooperating Teachers; Guidance; Likert Scales; Special Education Teachers; Student Teachers; Student Evaluation; Supervisors; Teacher Education; Accreditation (Institutions); Program Improvement; Teacher Educators; Beginning Teachers; Teacher Evaluation; Student Surveys; Student Attitudes; Ohio + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Beratung; Likert-Skala; Special education; Sonderpädagoge; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Schulnote; Studentische Bewertung; Lehrerausbildung; Lehrerbildung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Teacher education; Education; Junior teacher; Junglehrer; Teacher appraisal; Lehrerbeurteilung; Schülerbefragung; Schülerverhalten
Abstract	This study employed a Likert-type survey, "Praxis/Pathwise" written observations, as well as guided and open-ended reflections to assess the perceptions of preparedness for the first year of teaching for special education student teaching candidates. Cooperating teachers completed the survey and "Praxis/Pathwise" observations. University supervisors completed "Praxis/Pathwise" observations and responded to and analyzed guided and open-ended reflections. The survey instrument was based on the research literature and included responsibilities typically required of special educators (e.g., completing paperwork, planning, assessment, etc.). Results indicated general congruence among the three data sources, but also indicated that two cooperating teachers were reluctant to provide negative feedback, indicating to university supervisors a need to provide guidance and assurance of the value of providing less positive assessments of their student teachers' preparedness. This ongoing research study supports efforts toward accreditation and program improvement. The methods may be generalized to other programs, even when the actual data collection instruments may differ. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01