Learning while Teaching: A Case Study of Beginning Special Educators Completing a Master of Arts in Teaching

Autor/in	McCray, Erica D.
Titel	Learning while Teaching: A Case Study of Beginning Special Educators Completing a Master of Arts in Teaching
Quelle	In: Teacher Education and Special Education, 35 (2012) 3, S.166-184 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406411422381
Schlagwörter	Masters Degrees; Special Education Teachers; Beginning Teachers; Case Studies; Program Implementation; Teacher Education Programs; Self Efficacy; Mentors; Success; Teacher Characteristics; Teacher Persistence; Alternative Teacher Certification; Teacher Burnout; Teacher Effectiveness; Classroom Techniques; Faculty Development; Teacher Attitudes; Educational Environment; Interviews; Classroom Observation Techniques; Mixed Methods Research; School Districts + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Case study; Fallstudie; Case Study; Self-efficacy; Selbstwirksamkeit; Erfolg; Burnout-syndrom; Burnout; Burnout-Syndrom; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Klassenführung; Lehrerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interviewing; Interviewtechnik; School district; Schulbezirk
Abstract	In this article, the author details the findings of a study of completers during their last semester of a Master of Arts in Teaching (MAT) program in special education. The purpose of this multiple-case study was to understand how the extent to which the program was implemented, the participants' background and career trajectories, and the teaching context interacted to yield their success. To understand the interactions of these elements, the researcher examined the academic and personal backgrounds of three teachers completing a MAT program in Varying Exceptionalities, examined the teachers' sense of self-efficacy, observed their practice, and gained the perspectives of their mentor teachers. Findings indicated that nonacademic characteristics, applied preparation in content and pedagogy, and a supportive context were important to the success of these beginning teachers. (Contains 2 tables.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10