Problems Faced by Preservice Special Education Teachers in Jordan

Abstract

One of the most important factors in the success of educating children with special needs is the quality of the special education teacher. While teachers are responsible for a plethora of duties, it is important that teacher preparation programs provide adequate training to ensure teachers are well prepared for the teaching profession. However, previous research has found that teachers are not being adequately trained and consequently, they are experiencing problems within the classroom. Therefore, the current study aimed to investigate whether the gender of the preservice teacher, type of disability being taught, type of training institution, the university that the preservice teacher attends, and the number of hours credited for practicum training effects on the presence of five problem domains: training institution, problems related to university program, trainers/instructors, practicum plan and its requirements, and preservice teachers; and whether there was overall differences on the presence of the problems in general.A survey was developed and distributed to preservice teachers completing their practicum in four public universities in Jordan. A total of 148 responded to the survey. Different statistical procedures were used to investigate the study's questions. Findings suggest the existence of differences between groups on types of disability being taught, types of training institution, university student currently attending, and number of hours credited for practicum training. Results were discussed and recommendations were made.

The difficulties of field training from the point of view of students at Al-Balqa Applied University under the Corona pandemic

“…The results showed that there were no statistically significant differences concerning the difficulties of field training concerning the gender variable. These results were consistent with the other studies (e.g., Al-Hiary et al, 2015;Al-Nimie et al, 2010;Hamarsha & Al-Rimawi, 2011;Nazir et al, 2011). These results can be explained by referring to the fact that both males and females were affected by the lock downs and the government measures to face the corona pandemic.…”

“…Other studies indicated that there are no statistical differences in the difficulties in favour of males (Al-Hwaimel & Al-Sa`oub, 2013). Other studies indicated that no differences in the difficulties based on the gender variable (Al-Nimie et al, 2010;Al-Sharia, 2019;Al-Hiary, Almakanin, & Tabbal, 2015;Hamarsha & Al-Rimawi, 2011;Nazir et al, 2011).…”

Special Education Program at Princess Nourah University: Evaluation of Program Alignment with the Standards of the Council for Exceptional Children (CEC)

“…Currently, in Saudi Arabia, the field of special education is developing. A well-planned special education program significantly increased the quality of pre-service special educators (Al-Hiary, Almakanin and Tabbal, 2015). Needless to say, strong preparation programs for pre-service teachers can eliminate many difficulties that future teachers in special education may face.…”

İmla ve Yazma Becerilerini Geliştirmeye Yönelik Bir Müdahale Programının Öğrenme Güçlüğü Olan Suudi İlkokul Öğrencilerinin Becerilerine Etkisi

“…Finally, teachers keep in touch with the parental members of the students who are informed of the activities carried out in LDRR. There are some limitations regarding LDRR in KSA such as shortage in well-trained teachers in LD, lack of teaching materials and teacher's guide (Al-Ahmary, 2010;Al-Hiary, Almakanin, & Tabbal, 2015;Theeb, Muhaidat, & Al-Zboon, 2014;Youssefi, 2014). Furthermore, Al-Zoubi and Abdel Rahman (2016) mentioned that the lack of LDRR teacher guide was the major problem that primary school teachers in KSA faced.…”