Novice elementary teachers' perspectives teaching mainstreamed special needs students: implications for leadership, preservice education, and professional development
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2012
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Abstract
Many novice elementary teachers feel challenged by the demands placed upon them to effectively teach mainstreamed special needs students. This study explored the relationship between teachers' preservice education and their experiences with special needs students.
Four conceptual areas (self-efficacy, teacher preparation, teacher socialization, and leadership implications) were deemed to potentially influence the novice teachers' experiences. The literature offered many insights into these four areas (Darling-Hammond, 2005; Feiman-Nemser, 2003; Fullan, 2007). The four areas were interrelated to one another as well as to the novice teachers' belief systems. The construct of self-efficacy put forth by Bandura ( 1997) served as the theoretical underpinning for this study and was examined alongside and in relation to the role of the preservice programme.
This study employed a mixed methods approach and was based on Creswell's (2009) Concurrent Embedded Design which is characterized by one data collection phase where both qualitative and quantitative data are collected simultaneously. There were two main clusters of participants, novice teachers, and faculty who held responsibility for preservice programming.
Findings indicated Bandura's (1997) assertion that mastery experiences are the most powerful indicators of self-efficacy held true within this study. Novice teachers at the top end (7-9) of the self-efficacy scale described how prior experiences with special needs individuals played an important role in their perceived self-efficacy. An equally important role was played by the support system these novice teachers experienced. The findings from the teachers were compared with those from the faculty members. Findings suggest that each participant group valued one aspect of programming over another. The novice teachers highly valued the practical aspects while the faculty members consistently described the need to prepare the next generation of teachers to be deeply analytical, critical thinkers.
A new model, The Fulcrum of Support, was conceptualized from the findings. This model emerged as a possible means to address the needs of a novice teacher with regard to creating balance between their challenging and rewarding experiences. Each aspect of the model has the potential to play an important role in a novice teacher's initial and ongoing support systems.
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Bibliography: p. 195-208
Includes copy of ethics approval. Original copy with original Partial Copyright Licence.
Includes copy of ethics approval. Original copy with original Partial Copyright Licence.
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Citation
Fournier, E. (2012). Novice elementary teachers' perspectives teaching mainstreamed special needs students: implications for leadership, preservice education, and professional development (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/4787