What is it about?
Teacher candidates come into teacher education programs without having a well-rounded knowledge of realities in the field. As they are taught about best practices in teacher education programs, when they are exposed to the field towards the end of the preparation programs they get shocked and they may see a mismatch between their aspirations and what they are facing. This study experiments an earlier exposure to the realities of the field through a planned and supported early field experience which proves to be very beneficial in establishing the right dispositions for the profession.
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Why is it important?
Different teacher education programs have been in use and the search for the best way to prepare teachers to teach special education is ongoing. This study contributes to our understanding of good practices that would further the methodology in use for the betterment of teacher preparation.
Perspectives
This publication is about a study that captures the development of teacher candidates through synchronized classwork and field experience.
Dr Suad Sakalli Gumus
Manchester University
Read the Original
This page is a summary of: Learning to teach special education: A balancing act of assumptions, reality, and best practice, Cogent Education, June 2015, Taylor & Francis,
DOI: 10.1080/2331186x.2015.1055095.
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