Persistent Link:
http://hdl.handle.net/10150/279976
Title:
Special education understandings of prospective teachers
Author:
McNamara, Karen
Issue Date:
2002
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of the present study was to explore the broad query of prospective teachers' understandings about special education. The study, which employed qualitative methods, involved two undergraduate prospective teachers as participants. Both participants were engaged in an initial field experience as part of their elementary teacher preparation program. The study was designed to gain a sense of the ways in which the prospective teachers describe special education. Additionally, particular disability categories and inclusion were considered as part of the study. The participants both anticipate having students with special needs in their respective future classrooms. Several intriguing findings and implications resulted from addressing the two research questions, which examined the special education understandings of prospective teachers. The study was intended to contribute to the knowledge base of special education understandings and extend the existing valuable body of work in the area of teacher beliefs.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Special.; Education, Teacher Training.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Teaching and Teaching Education
Degree Grantor:
University of Arizona
Advisor:
Carter, Kathy

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleSpecial education understandings of prospective teachersen_US
dc.creatorMcNamara, Karenen_US
dc.contributor.authorMcNamara, Karenen_US
dc.date.issued2002en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of the present study was to explore the broad query of prospective teachers' understandings about special education. The study, which employed qualitative methods, involved two undergraduate prospective teachers as participants. Both participants were engaged in an initial field experience as part of their elementary teacher preparation program. The study was designed to gain a sense of the ways in which the prospective teachers describe special education. Additionally, particular disability categories and inclusion were considered as part of the study. The participants both anticipate having students with special needs in their respective future classrooms. Several intriguing findings and implications resulted from addressing the two research questions, which examined the special education understandings of prospective teachers. The study was intended to contribute to the knowledge base of special education understandings and extend the existing valuable body of work in the area of teacher beliefs.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Special.en_US
dc.subjectEducation, Teacher Training.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineTeaching and Teaching Educationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorCarter, Kathyen_US
dc.identifier.proquest3050342en_US
dc.identifier.bibrecord.b42728162en_US
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