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Special Education Student Teachers' Reflections on Skills and Observed Practices

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Bibliographic Details
Title: Special Education Student Teachers' Reflections on Skills and Observed Practices
Language: English
Authors: Conderman, Greg, Baker, Stephanie, Walker, David A.
Source: Clearing House: A Journal of Educational Strategies, Issues and Ideas. 2023 96(1):1-10.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 10
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Special Education Teachers, Teaching Skills, Teacher Education Programs, Student Teachers, Student Teaching, Knowledge Level, Students with Disabilities, Professionalism, Cooperation, Functional Behavioral Assessment, Intervention, Student Attitudes, Skill Development, Program Effectiveness, Teacher Competencies
DOI: 10.1080/00098655.2022.2128285
ISSN: 0009-8655
1939-912X
Abstract: Over the course of five consecutive fall and spring semesters, 119 undergraduate and graduate candidates in a special education initial teacher licensure program from a large Midwestern, public university participated in a study to examine their reflections of their student teaching experiences. Specifically, candidates reported their a) knowledge of and b) ability to effectively implement skills associated with their teacher education program and Council for Exceptional Children standards and c) the extent to which they observed the effective implementation of these skills during student teaching. Candidates reported highest scores in areas related to professionalism and collaboration and lower scores in designing functional behavioral assessments and interventions for students with low incidence disabilities. Conclusions for educators are included.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1376616
Database: ERIC
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Description
Abstract:Over the course of five consecutive fall and spring semesters, 119 undergraduate and graduate candidates in a special education initial teacher licensure program from a large Midwestern, public university participated in a study to examine their reflections of their student teaching experiences. Specifically, candidates reported their a) knowledge of and b) ability to effectively implement skills associated with their teacher education program and Council for Exceptional Children standards and c) the extent to which they observed the effective implementation of these skills during student teaching. Candidates reported highest scores in areas related to professionalism and collaboration and lower scores in designing functional behavioral assessments and interventions for students with low incidence disabilities. Conclusions for educators are included.
ISSN:0009-8655
1939-912X
DOI:10.1080/00098655.2022.2128285