Session Information
04 SES 05 B, Teacher Training
Paper Session
Contribution
Beginning teachers face many challenges when starting to teach. Classroom discipline, individual student differences, student motivation, assessment, inadequate teaching materials and communication with parents are reported as challenging for beginning teachers (Stokking et al., 2003; Veenman, 1984). The situation for beginning special needs education teachers is even more demanding and more special needs education teachers, compared to other teachers, leave the teaching profession early in the career (Smith & Ingersoll, 2004). Special needs education is complex in nature and the newly qualified special needs education teachers are supposed not only to teach students, but also to collaborate with colleagues and support staff, to develop individalized education plans, to support students with diverse learning needs and to advocate for the students' rights to be educated in inclusive settings (Dempsey, Arther-Kelly & Carty, 2009).
Several factors, such as quality of special needs teacher education, working conditions, school culture, availability of mentoring support and personal experiences, attributes and beliefs are assumed to be related to retention, job satisfaction and also to actual practices of beginning special needs education teachers. This study focuses on teacher preparation, student teachers' beliefs and work of early career special needs education teachers.
Method
Expected Outcomes
References
Dempsey, I., Arthur-Kelly, M. & Carty, B. (2009). Mentoring early career special education teachers. Australian Journal of Education, Vol. 53, No. 3, 294-305. Smith, T. & Ingersoll, R. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41, 681-714. Stokking, K. et al. (2003). From student to teacher: reducing practice shock and early drop-out the teaching profession. European Journal of Teacher Education, 263, 329-350. Veenman, S. (1984). The perceived problems of beginning teachers. Review of Educational Research, 54 (2), 143-178.
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