|Published online: March 13, 2014||$US5.00|
This case study examines former special education teacher candidates’ perceptions about whether their experiences in the Summer Enhancement Program (SEP) were impacting their educational practices. Special education faculty created and implemented an inclusive field experience for teacher candidates at a university Laboratory School. Former teacher candidates who participated in the inclusive field experience were surveyed. Participants responded to 30 statements and rated their perceptions using a 4-point Likert scale. Further, participants responded to three open-ended questions about how their experiences in the SEP impacted their practices during the first years of teaching and their current teaching practices. Results suggest that a carefully planned field experience created by university faculty can provide real world situations that may impact former special education teacher candidates’ educational practices in their current classrooms. Further investigation about how a summer field experience impacts beginning and veteran teachers should continue. The economic viability of creating a field experience versus time and money spent on finding proper field placements should be investigated.
|Keywords:||Field Experience, Teacher Candidates, Teacher Preparation|
The International Journal of Adult, Community and Professional Learning, Volume 20, Issue 1, March 2014, pp.21-42. Article: Print (Spiral Bound). Published online: March 13, 2014 (Article: Electronic (PDF File; 769.195KB)).
Assistant Professor, Department of Teaching and Learning, Southeastern Louisiana University, Hammond, Louisiana, USA