A Qualitative Research Study of How Extended Field Experience Prepares Special Education Teachers of Students with Emotional and Behavioral Disorders
Publisher Name:
University of North Texas
Place of Publication:
Denton, Texas
Original Creation Date:
2005-05
Description:
A well-prepared and qualified special education teacher is crucial to the performance of students with emotional and behavioral disorders (EBD). The prominent educators and federal government encourage the use of extended field experiences in preparing qualified special education teachers. The study examined the strengths and weaknesses of extended field experience in terms of the perceptions of the prospective teachers and teachers of students with EBD. Both individual interviews and a focus group were used to collect data. The results revealed that extended field experience benefits prospective teachers in showing the reality of the teachers' world, self-motivation assessment, and professional development. However, there were some improvements that could be made, including more placement selections and more practical knowledge.
Language:
English
Contributor
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Resource Type:
Text-ETD (Electronic Theses or Dissertation)
Format:
Text
Degree
(Name) Doctor of Philosophy
(Level) Doctoral
(Discipline) Special Education
(Department) Department of Technology and Cognition
(Grantor) University of North Texas
Rights management:
(Access) Public
(License) Copyright
(Holder) Wang, Hsin-Yi
(Statement) Copyright is held by the author, unless otherwise noted. All rights reserved.
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