A Preservice Special Education Teacher's Construction of Knowledge: Implications for Coursework and Retention in the Field

This case study looks closely at one preservice special education teacher candidate's views on how her coursework, program requirements, and practical experiences influenced her knowledge of teaching. Her perspectives are examined through the research-based frameworks of Hanline (2010), Shulman...

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Bibliographic Details
Published in:Rural special education quarterly 2012-03, Vol.31 (1), p.15-21
Main Authors: Morewood, Aimee, Condo, Amy
Format: Article
Language:English
Subjects:
Assignments
Autism
Candidates
Case Studies
Confidence
Individualized Education Programs
Knowledge Base for Teaching
Learning Experience
Preservice Teacher Education
Preservice Teachers
Retention
Rural areas
Special Education
Special education teachers
Student Improvement
Teacher Characteristics
Teacher Educators
Teacher Persistence
Teaching
Teaching Experience
Teaching Skills
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Summary:This case study looks closely at one preservice special education teacher candidate's views on how her coursework, program requirements, and practical experiences influenced her knowledge of teaching. Her perspectives are examined through the research-based frameworks of Hanline (2010), Shulman (1986), and Cochran-Smith and Lytle (1999). These three different frameworks outline the various types of knowledge needed for effective instruction. Further, this article provides insight into how preservice teachers' knowledge is constructed. This insight can influence program creation and implementation as well as help focus attention on teacher retention within special education in rural communities.
ISSN:8756-8705
2168-8605
DOI:10.1177/875687051203100103