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

Everling, Kathleen M.; Delello, Julie A.; Dykes, Frank; Neel, Joanna L.; Hansen, Bernadine

doi:10.15640/jehd.v4n1a8

Cited by 6 publications

(2 citation statements)

References 25 publications

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“…For participants, the opportunity to receive immediate feedback from faculty on their application of coursework (research-to-practice) proved essential in building their confidence in the classroom. Increasing the time that candidates have in special education classrooms while enrolled in special education training programs has implications for preparedness and confidence in working with children with disabilities, including students from diverse backgrounds (Everling, Delello, Dykes, Neel, & Hansen, 2015). Special education ARPs should strongly consider opportunities for field experiences to tie teacher’s knowledge to application (Scott, Gentry, & Phillips, 2014).…”

Section: Discussionmentioning

confidence: 99%

Experience of Black Male Special Education Teachers: Are Alternative Licensure Programs the Desired Route for Recruitment and Preparation?

Scott

2017

Education and Urban Society

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Many Black men interested in special education careers enroll in alternate route special education programs over traditional preparation programs. However, there is little research that focuses on their reasons for choosing special education alternate route programs and what makes these programs an effective choice for Black men pursuing teaching careers in special education. This qualitative study interviewed Black men regarding (a) reasons they chose an alternate route special education program, (b) core components of the program they found effective, and (c) support needs once they exited programming. Several themes emerged from this study and indicated that funding, targeted recruitment, and mentoring from Black faculty were among important factors for recruitment and retention. Recommendations for the field, implications and recommendations for policy and practice, and future research are also discussed.

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Section: Discussionmentioning

confidence: 99%

Experience of Black Male Special Education Teachers: Are Alternative Licensure Programs the Desired Route for Recruitment and Preparation?

Scott

2017

Education and Urban Society

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“…In a survey of orientation and mobility specialists, hands-on experiences and time spent with current professionals were found to be valuable (Jones, 1993). According to Everling et al (2015), hands-on experiences in the community prepared teacher candidates for roles in special education and made them more likely to enter the field.…”

Section: Recruitment and Retentionmentioning

confidence: 99%

Teachers of Students With Visual Impairments: Motivations for Entering the Field of Visual Impairment and Reflections on Pre-Service Training

Schles

Chastain

2023

Journal of Visual Impairment & Blindness

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Introduction: The shortage of teachers of students with visual impairments is well documented, yet little research exists exploring the motivations of why individuals join the profession. This study evaluated why alumni of a Southeastern teacher preparation program became teachers of students with visual impairments and how they chose which program to attend. Methods: A mixed methods survey was distributed to program alumni who graduated between 2000 and 2020 with a bachelor’s or master's degree in Visual Disabilities Special Education. Quantitative and qualitative data about participant demographics, motivation to become a teacher of students with visual impairments, the decision to choose the program, and experiences in the program were collected. Multiple measures were used for reliability and credibility in data analysis. Results: Forty-seven responses were received. Most respondents held at least one teaching license ( n = 32) before entering the program and were drawn to the field after working with a student with visual impairment or a teacher of students with visual impairments. Participants reported hands-on and practical experiences in the community and the relationships with professors, mentors, and peers as the most impactful components of their training. Discussion: Most participants had prior teaching experiences before entering the program. Personnel preparation programs may focus program recruitment on current teachers who may be interested in becoming a teacher of students with visual impairments. Expanding the current survey to a national audience could allow for a better understanding of the motivations of the individuals who enter the profession. This information may be used to improve the recruitment of future teachers of students with visual impairments throughout the United States, and, particularly, in areas that are most affected by a shortage of these teachers. Implications for Practitioners: Relationships between school districts, teachers, teachers of students with visual impairments, and preparation programs are discussed, as well as implications for recruiting future teachers of students with visual impairments who will be motivated to stay in the field long-term.

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Practicum Students Views about Field Experience Program for Children with Autism Spectrum Disorders

Ibrahim

2020

International Journal of Education and Practice

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There is very little research about autism spectrum disorder (ASD) in Jordan, and no specific programs to help support these children. In addition, teachers are not equipped with the skills and knowledge needed to work with children with autism in school, so many parents send their children to a private center to get more support. The little research available indicates a lack of qualified teachers and equipment, which negatively affects children. However, many studies have shown that outcomes for children with ASD improve when teachers are provided with specific training that meet children's needs (Browder, Trela, & Jimenez, 2007; Dib & Sturmey, 2007; Jordan, 2003). This study examined the effect of specific training on autism spectrum disorders for practicum students in special education. Based on the hypothesis that educators and school leaders would benefit from specific training and coursework on ASD, this quantitative study obtained data from 45 practicum students who participated in four months of training on different teaching methods and skills specific for children with ASD. The results of this study suggest that the training had a positive impact on the students' views about ASD. Contribution/Originality: This study documents valuable information about the importance of field experience in improving practicum students' skills, knowledge and experience in working with children and youth with ASD. It may also encourage leaders and educators to plan field training for more than one semester. of age (Napolioni et al., 2011). It is also is characterized by impairment in learning abilities and behavior confront (Centers for Disease Control and Prevention, 2019). Practicum students in special education in Jordan do not currently have enough knowledge and experience of ASD to fully support these children in their education. There is no specific class that covers ASD for undergraduate students majoring in special education. Practicum students do not have a solid background in ASD, but still work with children diagnosed with ASD in the field. Teacher preparation programs are important in providing students with the knowledge and experience they need when teaching children with ASD academic and life skills. Field-based experience gives practicum students the opportunity to apply their theoretical knowledge to practical work (Nagro & Bettencourt, 2017) and improves their

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

Cited by 6 publications

References 25 publications

Experience of Black Male Special Education Teachers: Are Alternative Licensure Programs the Desired Route for Recruitment and Preparation?

Experience of Black Male Special Education Teachers: Are Alternative Licensure Programs the Desired Route for Recruitment and Preparation?

Teachers of Students With Visual Impairments: Motivations for Entering the Field of Visual Impairment and Reflections on Pre-Service Training

Practicum Students Views about Field Experience Program for Children with Autism Spectrum Disorders

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