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Preservice Special Education Teachers' Perceptions of What Influences Their Appropriation of University Coursework, Knowledge and Skills During the Clinical Teaching Internship Experience

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dc.contributor.advisor Regan, Kelley S.
dc.contributor.author McElwee, Christine Belser
dc.creator McElwee, Christine Belser
dc.date.accessioned 2016-04-19T19:26:36Z
dc.date.available 2016-04-19T19:26:36Z
dc.date.issued 2015
dc.identifier.uri https://hdl.handle.net/1920/10148
dc.description.abstract The clinical internship experience for preservice interns has been described as one of the most important components of teacher preparation programs. The National Council for Accreditation of Teacher Education’s (NCATE) Blue Ribbon Panel Report on Clinical Preparation and Partnerships for Improved Student Learning suggests that teacher candidates need to blend practitioner knowledge with academic knowledge and learn their craft by doing. The purpose of this study is to investigate to what extent contextual (i.e., school and classroom setting) and relationship (i.e., cooperating teacher, university supervisor, students) influences of clinical experiences have upon the appropriation of coursework and/or development of decision making strategies by preservice interns at one university. While there is a dearth of research regarding the clinical experience in teacher preparation programs, there are even fewer studies investigating special education interns’ perspectives of their clinical teaching internship experience. A qualitative study of semi-structured interviews with observations and document reviews was implemented to extend the current research base. The researcher investigated six preservice special education interns’ perceptions of their clinical experiences at one teacher preparation program. Results from this investigation suggested that contextual and relationship factors influenced the participants’ decision making during their final clinical experiences. Future programmatic developments of clinical practice in teacher preparation programs were suggested.
dc.format.extent 269 pages
dc.language.iso en
dc.rights Copyright 2015 Christine Belser McElwee
dc.subject Special education en_US
dc.subject Educational leadership en_US
dc.subject clinical internship en_US
dc.subject internship en_US
dc.subject special education en_US
dc.subject special education interns en_US
dc.subject special education leadership en_US
dc.subject teacher education en_US
dc.title Preservice Special Education Teachers' Perceptions of What Influences Their Appropriation of University Coursework, Knowledge and Skills During the Clinical Teaching Internship Experience
dc.type Dissertation en
thesis.degree.level Doctoral en
thesis.degree.discipline Special Education en
thesis.degree.grantor George Mason University en


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