Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
4941536 | Teaching and Teacher Education | 2017 | 14 Pages |
Abstract
Although teacher education standards address preparing candidates to serve diverse learners, minimal guidance is available concerning specific program components and their influence on candidates' growth and development. Through constant comparative analysis of end-of-semester reflections, this exploratory, qualitative study investigated preservice special educators' developing perceptions about disability and cultural and linguistic diversity following field experiences aligned with courses. Participants reported a growing awareness of themselves, students they encountered, and the intersectionality between diversity and disability. Further, their insights reflected recognition of the combined influence of coursework, fieldwork, and opportunities for supported reflection. Implications for research and program development are offered.
Keywords
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Social Sciences and Humanities
Social Sciences
Education
Authors
Phyllis M. Robertson, Laura A. McFarland, Maria B. Sciuchetti, Shernaz B. GarcÃa,