There’s No Place Like Home: Finding Teachers in Your Backyard

Abstract

The current investigation surveyed 83 preservice teacher education candidates enrolled in institutions of higher education (IHEs) to pursue licensure in special education. The purpose of the investigation was to determine why these candidates were pursuing a career as a special education teacher, when they decided, and where they saw themselves teaching in the near future. The survey yielded implications for potential K-12 and IHE initiatives to promote careers in the field of special education to individuals.

A Tale of Two Grant-Funded Special Education Recruitment and Training Projects Focused on Assistive Technology

“…With the number of people entering the teaching field on the decline, it has proven to be a challenge for education in general, more so for the field of special education. One factor that has been successful in retaining prospective special education professionals is prior experience working with people with disabilities (Hobson, 2022;Mamlin & Diliberto, 2020, Reeves et al, 2021Scott & Alexander, 2019). Recruiting from within the school system, such as paraprofessionals or general education teachers adding their endorsement in special education, are key to the recruitment of prospective special educators who may feel more capable in their new role.…”

“…Recruiting from within the school system, such as paraprofessionals or general education teachers adding their endorsement in special education, are key to the recruitment of prospective special educators who may feel more capable in their new role. Additionally, relational recruitment efforts such as reaching out to groups who are likely to be interested in a career as a special educator are effective methods for encouraging people to pursue a special education license (Hobson, 2022;Mamlin & Diliberto, 2020).…”

Teachers of socially maladjusted children and youth. Occupational burnout – sense of self-efficacy – teachers’ life optimism. A comparative study

“…In the current study, the teacher groups differed with respect to the facilities they were employed in. As indicated in the literature, working in resocialization facilities (such as MOWs or MOSs) requires more effort expended in contacts with students (Kim & Burić, 2020;Mamlin, 2012). This has a particular shaping effect on the psychological costs of this work, including occupational burnout.…”

Diversité et singularité des conditions de formation à l’enseignement spécialisé lors des stages : une confrontation aux conditions de travail effectives

“…les formations initiales à l'enseignement spécialisé L'importance de recourir à des dispositifs de formation susceptibles de favoriser le développement professionnel des enseignant•e•s spécialisé•e•s et ce dès la formation initiale est soulignée dans la plupart des travaux spécialisés dans le domaine de la formation à l'enseignement spécialisé, et ce quelques soient les approches théoriques sous-jacentes aux conceptions de formations (Brownell et al 2005 ;Mamlin, 2012 ;.…”

“…En outre, cette complexité assigne une responsabilité forte aux programmes de formation initiale à l'enseignement spécialisé : celle de contribuer à réduire les risques de dérives dans les pratiques d'enseignement proposées aux élèves déclarés à besoins éducatifs particuliers. Dans cette perspective, tant les chercheur•e•s que les conceptrices et concepteurs des programmes de formation à l'enseignement spécialisé accordent une place importante à l'alternance en formation dans les plans d'études des programmes de formation à l'enseignement spécialisé (Delorme 2020 ;Mamlin, 2012). Elles et ils misent certes sur des dispositifs fournissant des apports théoriques étroitement articulés à certaines conceptions épistémiques de l'enseignement spécialisé, mais également sur plusieurs stages réalisés en contextes d'enseignement spécialisé et/ou d'intégration scolaire en ordinaire.…”