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ERIC Number: EJ819022
Record Type: Journal
Publication Date: 2008
Pages: 16
Abstractor: As Provided
Reference Count: 31
ISSN: ISSN-0888-4064
Charting the Dispositional Knowledge of Beginning Teachers in Special Education
LePage, Pamela; Nielsen, Shelley; Fearn, Emilene J.
Teacher Education and Special Education, v31 n2 p13-28 Spr 2008
When graduate students enter special education programs, they arrive with dispositional knowledge that can assist or hinder them in their professional development. Over the course of two years, the researchers in this study assessed the dispositions of beginning teachers in a special education program at a west coast state university. The researchers gathered data using qualitative methods, which included analyzing vision statements, survey questions, and interviews. The results of this study describe how students entered the program with a variety of perceptions and attitudes and how course work and clinical experiences in these programs affected students' attitudes, as instructors began building on students' prior experience and knowledge. (Contains 7 tables.)
Teacher Education Division of the Council for Exceptional Children. Available from: Allen Press, Inc. 810 East 10th Street, Lawrence, KS 66044. Tel: 800-627-0629; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A