ERIC Number: EJ1218652
Record Type: Journal
Publication Date: 2015
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1555-6913
EISSN: N/A
Supporting Novice Special Education Teachers in Delivering Inclusive, Culturally Responsive Instruction
Sobel, Donna M.; Taylor, Sheryl V.
Journal of the International Association of Special Education, v16 n1 p33-41 Spr 2015
The authors explore novice special educators' abilities to implement inclusive, culturally responsive teaching practices. Given the demanding roles that new special educators assume, the authors describe measures used to examine teachers' developing pedagogical knowledge and skills in these areas (inclusive, culturally responsive practices). To understand these interactions, the researchers analyzed narrative data collected using monthly reflective prompts and field notes from classroom observations. Findings identify explicit ways that the novice teachers used inclusive, culturally responsive practices related to environmental print, student belonging, and instructional materials. The authors conclude with a discussion of novice teachers' professional development goals and suggested ways teacher educators can contribute to the advancement of special education teacher preparation.
Descriptors: Beginning Teachers, Special Education Teachers, Inclusion, Culturally Relevant Education, Pedagogical Content Knowledge, Printed Materials, Student Adjustment, Instructional Materials, Faculty Development
International Association of Special Education. c/o College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774. Tel: 928-523-8979; Fax: 928-523-1929; Web site: http://www.iase.org/publications.htm
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