Beginning Special Educators' Intent to Stay In Special Education: Why They Like It Here

Autor/inn/en	Gehrke, Rebecca Swanson; Murri, Nancy
Titel	Beginning Special Educators' Intent to Stay In Special Education: Why They Like It Here
Quelle	In: Teacher Education and Special Education, 29 (2006) 3, S.179-190 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
Schlagwörter	Inclusive Schools; Disabilities; Likert Scales; Special Education Teachers; Beginning Teachers; Intention; Teacher Persistence; Teaching Experience; Interviews; Teacher Attitudes; Regular and Special Education Relationship; Educational Environment; Beginning Teacher Induction; Collegiality; Principals; Administrators; Job Satisfaction; Teaching Conditions + Suchen Sie Ihr Suchwort? Inclusive school; Integrative Schule; Handicap; Behinderung; Likert-Skala; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Interviewing; Interviewtechnik; Lehrerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kollegialität; Principal; Schulleiter; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Lehrbedingungen; Unterrichtsbedingungen
Abstract	This mixed methods study gathered information about the experiences of beginning special education teachers, their systems of support, and their intent to continue their careers in the field. Individual open-ended interviews were conducted with 8 first and second year special education teachers to obtain their perceptions of their first year of teaching. Participants also completed a 10-item Likert scale focusing on interactions in their work environments. Data revealed that beginning teachers appeared to be resourceful and resilient in advocating for their students and their programs and intend to remain connected to the field of education. Their major areas of frustration were related to the inclusion of students in general education classrooms and curriculum. (Contains 2 tables.) (Author).
Anmerkungen	Teacher Education Division of the Council for Exceptional Children. Available from: Allen Press, Inc. 810 East 10th Street, Lawrence, KS 66044. Tel: 800-627-0629; Web site: http://www.tese.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10