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When in Rome...: Influences on Special Education Student-Teachers' Teaching

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Title: When in Rome...: Influences on Special Education Student-Teachers' Teaching
Language: English
Authors: Cook, Lysandra
Source: International Journal of Special Education. 2007 22(3):118-130.
Availability: International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Peer Reviewed: Y
Page Count: 13
Publication Date: 2007
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: Special Education Teachers, Student Teachers, Influences, Decision Making, Student Surveys, Focus Groups, Cooperating Teachers, Education Courses, Work Experience
ISSN: 0827-3383
Abstract: Student-teaching is the foundational professional experience for most special education teachers. We investigated the influences on preservice teachers' decision-making during their student-teaching through a two-part study. In the first phase, six undergraduate student-teachers at a large Midwestern university participated in focus group. Participants indicated that they made instructional decisions in five main areas (i.e., planning, teaching style, teaching methods, behavior management, and handling of a difficult moment) that were primarily influenced by their cooperating-teacher, previous experience, and university coursework. We then generated a survey on which 51 special education student-teachers from the same university rated the degree to which these three sources influenced the five areas of instructional decision-making. Cooperating-teachers were perceived as a significantly greater influence than university coursework in handling a difficult moment, teaching methods, and planning; and were a significantly greater influence than previous experience in behavior management and planning. Previous experience was significantly more influential than university coursework in relation to teaching style and handling a difficult moment. Implications for teacher preparation and bridging the research-to-practice gap are discussed. (Contains 4 tables.)
Abstractor: As Provided
Number of References: 50
Entry Date: 2008
Accession Number: EJ814521
Database: ERIC
FullText Text:
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  Data: When in Rome...: Influences on Special Education Student-Teachers' Teaching
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  Data: International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
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  Data: <searchLink fieldCode="DE" term="%22Special+Education+Teachers%22">Special Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teachers%22">Student Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Influences%22">Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Surveys%22">Student Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Focus+Groups%22">Focus Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperating+Teachers%22">Cooperating Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Education+Courses%22">Education Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Work+Experience%22">Work Experience</searchLink>
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  Data: Student-teaching is the foundational professional experience for most special education teachers. We investigated the influences on preservice teachers' decision-making during their student-teaching through a two-part study. In the first phase, six undergraduate student-teachers at a large Midwestern university participated in focus group. Participants indicated that they made instructional decisions in five main areas (i.e., planning, teaching style, teaching methods, behavior management, and handling of a difficult moment) that were primarily influenced by their cooperating-teacher, previous experience, and university coursework. We then generated a survey on which 51 special education student-teachers from the same university rated the degree to which these three sources influenced the five areas of instructional decision-making. Cooperating-teachers were perceived as a significantly greater influence than university coursework in handling a difficult moment, teaching methods, and planning; and were a significantly greater influence than previous experience in behavior management and planning. Previous experience was significantly more influential than university coursework in relation to teaching style and handling a difficult moment. Implications for teacher preparation and bridging the research-to-practice gap are discussed. (Contains 4 tables.)
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      – Text: English
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      Pagination:
        PageCount: 13
        StartPage: 118
    Subjects:
      – SubjectFull: Special Education Teachers
        Type: general
      – SubjectFull: Student Teachers
        Type: general
      – SubjectFull: Influences
        Type: general
      – SubjectFull: Decision Making
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      – SubjectFull: Student Surveys
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      – SubjectFull: Focus Groups
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      – SubjectFull: Cooperating Teachers
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      – SubjectFull: Education Courses
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      – SubjectFull: Work Experience
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      – TitleFull: When in Rome...: Influences on Special Education Student-Teachers' Teaching
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