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ERIC Number: EJ1087994
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: As Provided
ISSN: EISSN-2331-186X
Learning to Teach Special Education: A Balancing Act of Assumptions, Reality, and Best Practice
Gümüs, Suad Sakalli
Cogent Education, v2 n1 Article 1055095 2015
Thirty-two pre-service special education teachers carried out a 14-week informal practicum arranged for the purposes of this research to accompany the three classes they were taking in their program of study and to provide them with the needed setting and opportunities for hands-on experiences and reflection as they construct an understanding of the content offered to them in the program. Data were collected via structured observation, interviews, weekly reflection logs, and group discussions. Qualitative methods were employed to capture the developmental processes of the pre-service teachers. The study utilized the Critical Realistic perspective and the Ecological Systems Theory as theoretical framework. The teachers seemed to have developed their own vision to overcome theory-practice gap and were more open to collaborative efforts by the end of the study. Findings are discussed and implications for special education teacher preparation are deliberated.
Cogent OA. Available from: Taylor & Francis Group. 284 Park Square Milton Park, Abingdon, Oxfordshire, OX14 4RN, UK. Tel: +44-20-7017-6000; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A