NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1134793
Record Type: Journal
Publication Date: 2014
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2325-7466
EISSN: N/A
Perceptions of Pre-Service Teachers as They Relate to Professional Practice
Williams, Emily; Poel, Elissa; Licona, Miguel M.; Arroyos, Elsa C.; Meraz-Rodriguez, Alma
Journal of the American Academy of Special Education Professionals, p68-86 Spr-Sum 2014
The purpose of this study was to explore the beliefs and concerns of pre-service teachers as they relate to professional practice during their practicum experience. This study took place in a minority-serving university in the Southwest. All activities were conducted during one academic semester and held during the weekly on-campus seminars. The participants were a convenience sample of 13 pre-service teachers enrolled in dual licensure programs (elementary/special education and secondary/special education). Pre/post surveys, interviews, and focus groups were used to triangulate the data. Responses to questions posed during focus groups, interviews, and questionnaires were explored thematically. The results indicated that pre-service teachers maintained a positive attitude toward their students, projected an understanding of their students and their disabilities, and recognized the challenges that students with disabilities face.
American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A