ERIC Number: EJ1081908
Record Type: Journal
Publication Date: 2015
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0162-6620
EISSN: N/A
Listen-Identify-Brainstorm-Reality-Test-Encourage (LIBRE) Problem-Solving Model: Addressing Special Education Teacher Attrition through a Cognitive-Behavioral Approach to Teacher Induction
Guerra, Norma S.; Hernandez, Art; Hector, Alison M.; Crosby, Shane
Action in Teacher Education, v37 n4 p334-354 2015
Special education teacher attrition rates continue to challenge the profession. A cognitive-behavioral problem-solving approach was used to examine three alternative certification program special education teachers' professional development through a series of 41 interviews conducted over a 2-year period. Beginning when they were novice special educators, we collected information concerning what they identified as problems and whether their demonstrated self-awareness about problem solving might influence their professional persistence. As would be expected, analyses suggest, these teachers demonstrated more deliberate, active, and self-directed problem solving at the end of data collection than at the beginning. This self-awareness may facilitate teacher sense of control and problem-solving efficacy and thus may increase the likelihood that novice special educators will remain in the field.
Descriptors: Special Education Teachers, Alternative Teacher Certification, Problem Solving, Teacher Persistence, Beginning Teachers, Faculty Development, Teacher Attitudes, Self Concept, Self Efficacy, Coping, Workshops, Peer Influence, Behavior Modification, Cognitive Restructuring, Teacher Behavior, Barriers, Observation, Interviews, Documentation, Individual Characteristics, Teaching Methods, Teaching Styles
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A