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ERIC Number: EJ901742
Record Type: Journal
Publication Date: 2010-Nov
Pages: 17
Abstractor: As Provided
Reference Count: 23
ISBN: N/A
ISSN: ISSN-0888-4064
Preservice Teachers' Perceptions of Field Experiences in Inclusive Preschool Settings: Implications for Personnel Preparation
Hanline, Mary Frances
Teacher Education and Special Education, v33 n4 p335-351 Nov 2010
The purpose of this qualitative study was to identify events in the field experiences of Early Childhood Special Education (ECSE) preservice teachers that were perceived by the preservice teachers as influencing their thinking in relation to ECSE practices. The preservice teachers' weekly reflective journals, university supervisor observation notes, and preservice teachers' overall evaluations of the field experience were analyzed. Comments were coded into one of the five direct services strands or one of the indirect supports strands of the Division of Early Childhood (DEC) recommended practices in early intervention/ECSE: assessment, child-focused practices, family-based practices, interdisciplinary models, technology applications, personnel preparation, and policy, procedures, and systems change. The majority of data were coded into the strand of child-focused practices. The strand that received the second largest number of codings was assessment; family-based practices had the third highest number of codings. Findings are discussed in relation to structuring ECSE practicum experiences to result in the desired outcomes. (Contains 3 tables.)
SAGE Publications. 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; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A