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ERIC Number: EJ1177982
Record Type: Journal
Publication Date: 2018
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0887-8730
Preservice Special Education Teachers' Reflections on Their Developing Professional Awareness via In-Context Learning
Sciuchetti, Maria B.; Robertson, Phyllis M.; McFarland, Laura A.; Garcia, Shernaz B.
Teacher Educator, v53 n2 p150-166 2018
The highly complex demands of the profession often overwhelm new teachers. Burnout and attrition are known consequences of inadequate preparation, burdening the education system with costly turnover and schools with disproportionate numbers of inexperienced teachers, including special educators. Many teacher preparation programs embed field experiences as a formative aspect of professional development with the intention of exposing candidates to the realities and demands of the profession. Little is known, however, about the ways in which preservice teachers' professional awareness develops via in-context learning through field-based experiences. Using an exploratory, qualitative approach we analyzed end of course reflections of 31 special education preservice teachers for insights into the development of their professional awareness (professional roles and responsibilities) following a strategically aligned field experience. Findings suggest that participants expressed a growing understanding of professional practices, teacher dispositions, and professional relationships. A discussion of the findings and implications for teacher preparation are presented.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS); Office of Special Education and Rehabilitative Services (ED)
Authoring Institution: N/A
Grant or Contract Numbers: H325T100016; 2007e2013