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ERIC Number: EJ1147757
Record Type: Journal
Publication Date: 2012-Mar
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-8756-8705
EISSN: N/A
A Preservice Special Education Teacher's Construction of Knowledge: Implications for Coursework and Retention in the Field
Morewood, Aimee; Condo, Amy
Rural Special Education Quarterly, v31 n1 p15-21 Mar 2012
This case study looks closely at one preservice special education teacher candidate's views on how her coursework, program requirements, and practical experiences influenced her knowledge of teaching. Her perspectives are examined through the research-based frameworks of Hanline (2010), Shulman (1986), and Cochran-Smith and Lytle (1999). These three different frameworks outline the various types of knowledge needed for effective instruction. Further, this article provides insight into how preservice teachers' knowledge is constructed. This insight can influence program creation and implementation as well as help focus attention on teacher retention within special education in rural communities.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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