1. Exploring Beginning Special Education Teachers' Knowledge and Application of High-Leverage Practices
- Author
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Stacey Capasso Williams
- Abstract
This phenomenological multiple case study explored five first-year special education teachers' transfer of knowledge and skills learned in their preparation program to their professional setting and the support provided through their school system induction programming. I employed Baldwin and Ford's (1988) Model of Training Transfer and Rolfe et al.'s (2001) Critical Reflection as a framework to learn about their experiences and reflections on the transfer of learning from pre-service to in-service training and instruction. Data were collected through semi-structured interviews, survey responses, and artifact analysis. Participant skills and knowledge of instructional High-Leverage Practices (HLPs) included themes related to the impact of pre-service teacher preparation program content, design, field-based experiences, and feelings of self-efficacy in the transition to their first year of teaching. As in-service teachers, participants noted the impact of the work environment, such as the demands of the role of a special educator, school system and teacher preparation program differences, and collaboration on implementation. Induction support themes related to New Educator Orientation content, use of time, and professional autonomy were identified. Additional findings on in-service professional learning experiences provided insight into the specific HLPs addressed through school system training and mentor or administrator support. Transfer and reflection themes related to observation of their instruction, the importance of feedback for growth, and ongoing professional learning opportunities emerged. These study results may inform teacher preparation and school system induction year programming for beginning special education teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2023