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

Simple item page
dc.contributor.advisorRegan, Kelley S.
dc.contributor.authorMcElwee, Christine Belser
dc.creatorMcElwee, Christine Belser
dc.date.accessioned2016-04-19T19:26:36Z
dc.date.available2016-04-19T19:26:36Z
dc.date.issued2015
dc.description.abstractThe 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.extent269 pages
dc.identifier.urihttps://hdl.handle.net/1920/10148
dc.language.isoen
dc.rightsCopyright 2015 Christine Belser McElwee
dc.subjectSpecial education
dc.subjectEducational leadership
dc.subjectClinical internship
dc.subjectInternship
dc.subjectSpecial education
dc.subjectSpecial education interns
dc.subjectSpecial education leadership
dc.subjectTeacher education
dc.titlePreservice Special Education Teachers' Perceptions of What Influences Their Appropriation of University Coursework, Knowledge and Skills During the Clinical Teaching Internship Experience
dc.typeDissertation
thesis.degree.disciplineSpecial Education
thesis.degree.grantorGeorge Mason University
thesis.degree.levelDoctoral

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
McElwee_gmu_0883E_10992.pdf
Size:
1.14 MB
Format:
Adobe Portable Document Format
Download

Collections

College of Education and Human Development