Choosing to Become a Special Educator: Investigating Preservice Teachers' Preferences

• In Event: Park Central Roundtable Session 16
  In Roundtable Session: Roundtable Session: Retaining Special Education Teachers

Abstract

A chronic, national shortage of special educators has negatively impacted the education for students with disabilities. A mixed-method design was used to investigate preservice teachers’ interest in becoming a special educator at the beginning and end of a semester in a dual certification program. Although some increase in interest was reported, there was no significant change. Results indicated a significant relationship between preservice teachers’ interest in special education and their knowledge of and comfort teaching students with disabilities. Qualitative data revealed five factors related to an interest in teaching special education. Early experiences with students with disabilities are beneficial to increase preservice teachers’ knowledge and comfort regarding disabilities and to provide opportunities to consider a career in special education.

Authors

• Linda Reeves, University of South Alabama

• Rebecca Giles, University of South Alabama

• Todd Johnson, University of South Alabama