Back to Search
Start Over
Mentor teachers modeling: affordance or constraint for special education pre-service teachers in the practicum setting?
- Source :
- Teacher Development; Aug2022, Vol. 26 Issue 4, p587-605, 19p
- Publication Year :
- 2022
-
Abstract
- Special education (SPED) teacher preparation programs are intended to help preservice teachers (PSTs) learn and adopt effective teaching practices to serve students with special needs. To help SPED-PSTs learn needed skills, SPED mentor teachers (MTs) must employ high-leverage practices (HLPs) such as performance feedback, conferencing, and modeling. Although most teacher preparation programs utilize modeling in preparing PSTs, little is known about how SPED-MTs use this mentoring tool. An interpretative phenomenological analysis was conducted to explore how SPED-MTs engaged PSTs in modeling practices during a practicum experience. Data from semi-structured interviews were analyzed to describe SPED-PST and SPED-MT attitudes, experiences, and use of modeling over the course of a special education practicum, focusing on MTs' modeling strategies and PSTs' subsequent behaviors. The relative impacts of simple and cognitive modeling on the PST-MT relationship were compared. SPED-MTs' modeling foci were compared to recommended HLPs. This preliminary study provides recommendations for SPED-MTs' use of modeling with SPED-PSTs. [ABSTRACT FROM AUTHOR]
- Subjects :
- MASTER teachers
SPECIAL education
STUDENT teachers
PRACTICUMS
HIGHER education
ADULTS
Subjects
Details
- Language :
- English
- ISSN :
- 13664530
- Volume :
- 26
- Issue :
- 4
- Database :
- Complementary Index
- Journal :
- Teacher Development
- Publication Type :
- Academic Journal
- Accession number :
- 159023161
- Full Text :
- https://doi.org/10.1080/13664530.2022.2105939