A Qualitative Study of Special Education Certification Methods and How They Affect Teacher Efficacy

Autor/in	Green, Sean
Titel	A Qualitative Study of Special Education Certification Methods and How They Affect Teacher Efficacy
Quelle	In: Journal of the American Academy of Special Education Professionals, (2012), S.88-100 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-7466
Schlagwörter	Qualitative Research; Special Education Teachers; Evaluation Methods; Teacher Effectiveness; Self Efficacy; Teacher Shortage; Disabilities; Educational Strategies; Questionnaires; Teacher Attitudes; Educational Attitudes; Alternative Teacher Certification; Georgia + Suchen Sie Ihr Suchwort? Qualitative Forschung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Lehrermangel; Handicap; Behinderung; Lehrstrategie; Fragebogen; Lehrerverhalten; Educational attitude; Bildungsverhalten; Erziehungseinstellung
Abstract	A teacher shortage in the area of special education has led to an increase in the number of special education teachers who are teaching out-of-field. The lack of pedagogical training of these teachers creates concern about the effectiveness of these teachers. This qualitative study explores the teacher-efficacy of four special education teachers with varying backgrounds. One of the teachers was a traditionally certified special education teacher; the other teachers had received their initial certification in areas other than special education, and later became certified in special education by passing a state examination. Qualitative data demonstrated that all four had genuine concern for their students, and all four voiced belief in their ability to teach students with disabilities. However, there was a clear difference in instructional strategies used as well as their concerns about external factors, which may affect a student's ability to learn. (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01