Quality Early Field Experiences for Undergraduates

Sears, Sue; Cavallaro, Claire C.; Hall, Sarah R.

doi:10.1177/088840640402700108

Cited by 13 publications

(8 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The field experiences allow the content of knowledge learned in academic courses work take on a real meaning (Whitney, Golez, Nagel, & Nieto, 2002). Additionally, these experiences allow the training teacher to develop better understandings of the teaching-learning process (McLoughlin & Maslak, 2003;O'Brian, Stoner, Appel, & House, 2007), and improve the learning of skills essential to individualized instruction (Sears, Cavallaro, & Hall, 2004).…”

Section: Importance Of Practicum Trainingmentioning

confidence: 99%

Problems Faced by Preservice Special Education Teachers in Jordan

Al-Hiary¹,

Almakanin²,

Tabbal³

2015

IES

View full text Add to dashboard Cite

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.

show abstract

Section: Importance Of Practicum Trainingmentioning

confidence: 99%

Problems Faced by Preservice Special Education Teachers in Jordan

Al-Hiary¹,

Almakanin²,

Tabbal³

2015

IES

View full text Add to dashboard Cite

show abstract

“…An important caveat is that the quality of the field experience cannot be ignored if teacher educators hope to capitalize on this type of pedagogy. Findings from ParkerKatz and Hughes (2008) and Sears et al (2004) highlight the need to select mentors carefully and determine ways to foster their development. Bug in the ear technology is emerging as a promising way of improving preservice students' field experiences.…”

Section: Summary On Pedagogical Practicesmentioning

confidence: 99%

Promoting Special Education Preservice Teacher Expertise

Leko¹,

Brownell²,

Sindelar³

et al. 2012

focusXchild

View full text Add to dashboard Cite

“…Field experiences are a necessary and beneficial component of teacher education programs. Research has shown that systematically and supervised field experiences have positively affected the knowledge and skills of both special and general education teachers (O'Brien, Stoner, Appel, & House, 2007; Sears, Cavallaro, & Hall, 2004;Whitney, Golez, Nagel, & Nieto, 2002).…”

Section: Field Experiencesmentioning

confidence: 99%

The Impact of Field Experiences on Pre-service Teachers’ Decisions Regarding Special Education Certification

Everling¹,

Delello²,

Dykes³

et al. 2015

JEHD

View full text Add to dashboard Cite

Across the United States, there is a continuing shortage of special education teachers. As a result, institutions of higher education must prepare a sufficient number of highly qualified special educators to meet the needs of students with disabilities. One necessary component of teacher preparation programs is the field-based experience which allows prospective teachers to practice what they have learned in their academic coursework. This qualitative case study examined the relationship between field-based experiences and preservice teachers' decisions related to obtaining a special education certification. Using an open-ended survey, 55 pre-service teachersfrom one regional four-year university reported that economics and employability were major factors impacting their decision to become certified in special education. In addition, the context of the field experience including time, setting, and teachers, impacted the pre-service teachers' decisions related to field experiences, both positively and negatively. Recommendations include increasing the amount of time spent in special education classrooms, providing students with improved classroom strategies for working with diverse learners, increasing training in positive behavior intervention techniques, and providing additional opportunities to participate in Individual Education Placement (IEP) writing activities.

show abstract

Quality Early Field Experiences for Undergraduates

Cited by 13 publications

References 1 publication

Problems Faced by Preservice Special Education Teachers in Jordan

Problems Faced by Preservice Special Education Teachers in Jordan

Promoting Special Education Preservice Teacher Expertise

The Impact of Field Experiences on Pre-service Teachers’ Decisions Regarding Special Education Certification

Contact Info

Product

Resources

About