{"title":"Changing Needs of Special Education Preservice Teachers in the Practicum","authors":"Stella Gidalevich, Maayan Shalev","doi":"10.14221/ajte.2022v47n4.2","DOIUrl":null,"url":null,"abstract":"Self-determination theory (SDT) suggests that people strive to fulfill three basic needs of competence, autonomy, and relatedness. In teacher education research, fulfilling those needs is connected to positive skill development and increased wellbeing of preservice teachers and their students. Teacher education programs for special education preservice teachers (SEPT) include a professional experience in various school settings with neurodiverse students. This professional experience gives rise to specific needs for these SEPT. In-depth interviews were conducted with 12 SEPT, studying at various stages of two teacher education programs. The findings were analyzed qualitatively. Results revealed developing and changing needs throughout the educational program, reflecting different settings and phases of the professional experience. SDT was found to be useful framework to interpret the findings. Implications for designing teacher education programs are discussed.","PeriodicalId":47550,"journal":{"name":"Australian Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.9000,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Australian Journal of Teacher Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.14221/ajte.2022v47n4.2","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1
Abstract
Self-determination theory (SDT) suggests that people strive to fulfill three basic needs of competence, autonomy, and relatedness. In teacher education research, fulfilling those needs is connected to positive skill development and increased wellbeing of preservice teachers and their students. Teacher education programs for special education preservice teachers (SEPT) include a professional experience in various school settings with neurodiverse students. This professional experience gives rise to specific needs for these SEPT. In-depth interviews were conducted with 12 SEPT, studying at various stages of two teacher education programs. The findings were analyzed qualitatively. Results revealed developing and changing needs throughout the educational program, reflecting different settings and phases of the professional experience. SDT was found to be useful framework to interpret the findings. Implications for designing teacher education programs are discussed.
期刊介绍：
The purpose of the Australian Journal of Teacher Education is to enhance the quality of teacher education through the publication of research reports, learned points of view and commentaries. Contributions may address proposals for, or descriptions of, development in the purpose, structure and methodology of teacher education; curriculum issues; changes in schools; or general social, ideological or political issues relating to teacher education. Papers must make an explicit connection with teacher education. The Australian Journal of Teacher Education, which is blind peer reviewed by a minimum of two members of the Editorial panel, is access free, electronic and published by Edith Cowan University. The Journal is indexed by the Australian Education Index and ERIC. It was rated ‘A’ by Australian Research Council in 2010 (www.arc.gov.au/era/era_journal_list/htm ) and is ranked .496 on SCImago. It is pleased to offer authors an efficient publication service. Manuscripts that have been through the review and revision cycle and have been accepted for publication will typically be published within two months. The time to first review can take up to six months, due to the large number of papers being submitted for review. Intending authors should be aware that the Journal has a rejection rate in excess of 50%.
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