Strengthening Teacher Residencies for Paraprofessionals in Special Education: Building Identity from Within

IF 4.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teacher Education Pub Date : 2025-08-31 DOI:10.1177/00224871251364265

Anne M. Butler, Barbara S. Rieckhoff, Roxanne F. Owens, Jordan Humphrey

引用次数: 0

Abstract

There is a chronic, persistent shortage of fully licensed special educators. Teacher residencies in special education offer a path to address this shortage, and Special Education Classroom Assistants, (SECAs), are a unique subset to recruit into residencies. SECAs bring their own prior experiences and knowledge into the residency classroom. The purpose of this paper is to examine SECAs’ funds of knowledge, how they connect this knowledge to their self-identity and how they use these as they develop teacher identity. This study utilized two focus groups, with a total of 14 participating SECA residents. Focus group data were collected and analyzed to better understand the developing identities of SECAs. Based on the findings from focus groups, we identified three themes and subthemes, related to their funds of knowledge and self-identity. We discuss implications and future research related to teacher residencies, special education teacher residencies, and teacher preparation.

查看原文本刊更多论文

加强特殊教育辅助专业人员的教师实习：从内部建立认同

长期、持续地缺乏有执照的特殊教育工作者。特殊教育的实习教师为解决这一短缺提供了一条途径，而特殊教育课堂助理（SECAs）是一个独特的实习教师群体。seca将他们之前的经验和知识带入住院医师课堂。本文的目的是考察seca的知识储备，他们如何将这些知识与他们的自我认同联系起来，以及他们如何在发展教师认同的过程中使用这些知识。本研究采用了两个焦点小组，共有14名SECA居民参与。收集和分析焦点小组数据，以更好地了解seca的发展身份。根据焦点小组的调查结果，我们确定了三个主题和副主题，与他们的知识和自我认同有关。我们将讨论有关教师住院、特殊教育教师住院和教师准备的启示和未来研究。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.90

自引率

7.70%

发文量

期刊介绍： The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).