These Aren't the Kids I Signed up For: the Lived Experience of General Education, Early Childhood Preservice Teachers in Classrooms for Children with Special Needs

Autor/inn/en	Stites, Michele L.; Walter, Heather L.; Krikorian, Jacqueline G.
Titel	These Aren't the Kids I Signed up For: the Lived Experience of General Education, Early Childhood Preservice Teachers in Classrooms for Children with Special Needs
Quelle	In: Journal of Early Childhood Teacher Education, 42 (2021) 1, S.1-19 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stites, Michele L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2020.1718806
Schlagwörter	Inclusion; General Education; Early Childhood Teachers; Preschool Teachers; Regular and Special Education Relationship; Students; Students with Disabilities; Student Attitudes; Severity (of Disability); Experiential Learning; Teaching Skills; Special Education Teachers; Mentors; Field Experience Programs + Suchen Sie Ihr Suchwort? Inklusion; Allgemein bildendes Schulwesen; Allgemeinbildung; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Student; Schüler; Schülerin; Studentin; Students; Disability; Disabilities; Behinderung; Schülerverhalten; Schweregrad; Experiental learning; Erfahrungsorientiertes Lernen; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Praxisnahes Lernen
Abstract	Effective inclusive teaching practices continue to be an area of uncertainty for preservice and practicing teachers. This qualitative study examined the lived experiences of three, general education, early childhood, preservice teachers (PST) completing a field experience in preschool classrooms for children with significant disabilities. All three PSTs in the study were completing a semester long requisite field experience while concurrently completing an introduction to special education course. Both the field experience and the introduction to special education course were required for their early childhood, general education certification program. While the PSTs initially acknowledged anxiety related to working with children with significant disabilities, the levels of anxiety decreased during the experience. Additionally, PSTs noted the importance of the pedagogical skills they acquired from their special education mentor teachers. Highly skilled, special education mentor teachers were noted being critical to a successful experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01