Exceptionalities in the Classroom: A Phenomenological Study of Preservice Experiences During Student Teaching

• In Event: 68.060 - Roundtable Session 29
  In Roundtable Session: 68.060-14 - Dissonance Between Preparation and Practice in Teacher Field Experiences

Abstract

This phenomenological study described pre-service teaching experiences with special education practices during student teaching. Student teachers’ reflective writings were analyzed to capture their experiences with students with exceptionalities in the general education classroom or other special education settings. Findings suggest the majority of student teachers demonstrated a partial or misunderstanding of special education practices as presented in their pre-service curriculum. Further, special education practices in student teaching placements were often not congruent with the key special education concepts as presented in the teacher preparation course curricula. Implications for a new andragogical model for teacher preparation are discussed.

Authors

• Abby Cameron-Standerford, Northern Michigan University

• Sharon Lynn Bohjanen, St. Norbert College