The Problems of Beginning Special Education Teachers: Exploring the Contextual Factors Influencing Their Work

Kilgore, Karen; Griffin, Cynthia C.; Otis‐Wilborn, Amy; Winn, Judy

doi:10.1080/01626620.2003.10463291

Cited by 43 publications

(30 citation statements)

References 12 publications

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“…For example, beginning special education teachers reported problems related to insufficient curricular materials, dealing with behavior management/ discipline, and obstacles to collaboration frequently (Kilgore, Griffin, Otis-Wilborn & Winn, 2003).…”

Section: Contextual Factors In Teacher Educationmentioning

confidence: 99%

Effects of Contextual Factors on ESD in Teacher Education

Atmaca

2017

Discourse and Communication for Sustainable Education

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Education for sustainable development (ESD) guides and empowers educators to reshape their thinking style and move towards a sustainable future. It has attracted a lot of attention and been studied in different perspectives. However, contextual factors have not been studied in relation to sustainable development for teacher education. Therefore, this study aims to find out the possible effects of changing contextual factors on preservice and in-service teachers in terms of sustainable education for their profession. For this purpose, 267 pre-service teachers from four different universities and 50 inservice teachers from 15 different cities participated in the study. Out of 317 participants, 245 stated that contextual factors influence their teaching habits adversely, while 54 reported that they ignored the outer factors. In light of the data gathered, it can be said that the participant teachers were mostly pessimistic about the effect of contextual differences on ESD. Based upon participant statements, a new theory emerged. According to this theory, there are personal (P), institutional (I), stakeholder-related (S), environmental (E) and training-related (T) factors which positively and/or negatively influence ESD in teacher education. In this regard, the new theory was formed with the first letters of the related factors and called P.I.S.E.T. These findings suggest that pre-service teachers should be exposed to various school settings during their practicum and inservice teachers should receive context-related support from the stakeholders to enhance their professional skills and act in line with the principles of ESD.

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Section: Contextual Factors In Teacher Educationmentioning

confidence: 99%

Effects of Contextual Factors on ESD in Teacher Education

Atmaca

2017

Discourse and Communication for Sustainable Education

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“…The novice teachers in special education sometimes feel distinct from general education exactly as their students are distinct 45 . The novice teachers feel isolated, and this influences the ability to access required resources and personnel 46 .…”

Section: The School Contextmentioning

confidence: 99%

“…The findings of research studies show that the novice teachers in special education have the responsibility for too many students so that they cannot provide adjusted teaching necessary for every student 56 . The students under the responsibility of the special education novice teachers are at a broad and complex variety of levels, disabilities, and situations of functioning, and this range creates difficulty in effective teaching and in the effective implementation of the curriculum and the control of the behaviors.…”

Section: The Class Contextmentioning

confidence: 99%

“…The students under the responsibility of the special education novice teachers are at a broad and complex variety of levels, disabilities, and situations of functioning, and this range creates difficulty in effective teaching and in the effective implementation of the curriculum and the control of the behaviors. In addition, the novice teachers note, consistently, the lack of technical and scholastic resources 57 , and this does not enable them effective teaching 58 .…”

Section: The Class Contextmentioning

confidence: 99%

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Difficulties Experienced by Special Education Novice Teachers in Their Induction Year, At the Various Special Education Frameworks in Israel: Outline of a Research Study

Bar¹

2015

Studia Edukacyjne

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ABSTRACT. Bar Nava, Difficulties Experienced by Special Education Novice Teachers in Their Induction Year, At the Various Special Education Frameworks in Israel: Outline of a Research StudyThe stage of the entry into teaching of the beginning teacher is a distinct stage in the circle of the professional development of teachers and is accompanied by many challenges and difficulties. The classic model of Fuller (1969) and its extension into the model of Fuller and Brown (1975) that addresses the beginning teacher's concerns, presents three stages in the beginning teacher's professional development: the stage of survival -concerns about the self, the stage of mastery -concerns about tasks/situations, and the stage of impact -concerns about the impact on students. This article seeks to present a research outline that addresses a population on which the research has not focused extensively, the novice teachers in special education, who work in the different frameworks of special education that present the novice teachers with challenges and difficulties. The research will examine what are the difficulties of the novice teachers in special education, in the different frameworks of special education, during the year of their entry into teaching. In addition, the research will examine whether there is a distinction between the different frameworks in the aspect of the difficulties with which the novice teachers cope, as well as in the solutions provided to them in coping with their difficulties. The importance of this research study is by extension the theoretical academic knowledge about the entry into teaching and the difficulties of beginning teachers in special education, and the possibility to use this knowledge to improve the mechanisms of absorption of the special education novice teachers in the educational field.

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“…Additionally, special educators indicated that general education teachers and administrators were not supportive of their work. Kilgore et al (2003) presented the preliminary results of a three year investigation on beginning special education teachers' problems of practice and the contexts in which they work. The research questions focused on finding the problems of practice that beginning special education teachers faced and examining the contextual factors that facilitated or impeded beginning special education teachers' efforts to solve their problems of practice.…”

Section: Factors Contributing To Special Educator Attritionmentioning

confidence: 99%

Early Career Special Education Teachers’ Perceptions of School Site Induction Support

Pérez¹

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The Problems of Beginning Special Education Teachers: Exploring the Contextual Factors Influencing Their Work

Cited by 43 publications

References 12 publications

Effects of Contextual Factors on ESD in Teacher Education

Effects of Contextual Factors on ESD in Teacher Education

Difficulties Experienced by Special Education Novice Teachers in Their Induction Year, At the Various Special Education Frameworks in Israel: Outline of a Research Study

Early Career Special Education Teachers’ Perceptions of School Site Induction Support

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