Changing Needs of Special Education Preservice Teachers in the Practicum

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH

Australian Journal of Teacher Education Pub Date : 2022-04-01 DOI:10.14221/ajte.2022v47n4.2

Stella Gidalevich, Maayan Shalev

引用次数: 1

Abstract

Self-determination theory (SDT) suggests that people strive to fulfill three basic needs of competence, autonomy, and relatedness. In teacher education research, fulfilling those needs is connected to positive skill development and increased wellbeing of preservice teachers and their students. Teacher education programs for special education preservice teachers (SEPT) include a professional experience in various school settings with neurodiverse students. This professional experience gives rise to specific needs for these SEPT. In-depth interviews were conducted with 12 SEPT, studying at various stages of two teacher education programs. The findings were analyzed qualitatively. Results revealed developing and changing needs throughout the educational program, reflecting different settings and phases of the professional experience. SDT was found to be useful framework to interpret the findings. Implications for designing teacher education programs are discussed.

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特殊教育职前教师实习需求的变化

自我决定理论(SDT)认为人们努力满足能力、自主性和相关性这三种基本需求。在教师教育研究中，满足这些需求与积极的技能发展和增加职前教师及其学生的福祉有关。特殊教育职前教师(SEPT)的教师教育计划包括在不同学校环境中与神经多样性学生的专业经验。这一专业经历为这些学生带来了特殊的需求。我们对12名在两个教师教育项目的不同阶段学习的学生进行了深入的采访。对调查结果进行定性分析。结果揭示了整个教育计划中不断发展和变化的需求，反映了不同的环境和专业经验阶段。发现SDT是解释研究结果的有用框架。讨论了教师教育计划设计的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Australian Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

0.00%

发文量

期刊介绍： The purpose of the Australian Journal of Teacher Education is to enhance the quality of teacher education through the publication of research reports, learned points of view and commentaries. Contributions may address proposals for, or descriptions of, development in the purpose, structure and methodology of teacher education; curriculum issues; changes in schools; or general social, ideological or political issues relating to teacher education. Papers must make an explicit connection with teacher education. The Australian Journal of Teacher Education, which is blind peer reviewed by a minimum of two members of the Editorial panel, is access free, electronic and published by Edith Cowan University. The Journal is indexed by the Australian Education Index and ERIC. It was rated ‘A’ by Australian Research Council in 2010 (www.arc.gov.au/era/era_journal_list/htm ) and is ranked .496 on SCImago. It is pleased to offer authors an efficient publication service. Manuscripts that have been through the review and revision cycle and have been accepted for publication will typically be published within two months. The time to first review can take up to six months, due to the large number of papers being submitted for review. Intending authors should be aware that the Journal has a rejection rate in excess of 50%.