Graduate Intervention Specialists' Responses to an Introductory Practicum: Implications for Teacher Educators

Pre-licensure, graduate intervention specialist majors participated in an introductory assignment, reporting their reactions to ten hours with an individual who had a moderate to intense disability. Research questions included: 1) How do pre-licensure, graduate students connect theory to practice? 2...

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Bibliographic Details
Published inEducation (Chula Vista) Vol. 127; no. 2; pp. 216 - 230
Main Authors Keener, Catherine D, Bargerhuff, Mary Ellen
Format Journal Article
LanguageEnglish
Published Project Innovation, Inc 22.12.2006
Project Innovation Austin LLC
Subjects
Curricula
Education
Educational research
Evaluation
Field Experience Programs
Graduate Students
Interaction Process Analysis
Intervention
Introductory Courses
Majors (Students)
Methods
Ohio
Practicums
Research Methodology
Sensitivity Training
Special Education
Special Programs
Teacher centers
Teacher centres
Teacher education
Teachers
Teachers colleges
Teaching methods
Training
Transformative Learning
Ohio
United States
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Summary:Pre-licensure, graduate intervention specialist majors participated in an introductory assignment, reporting their reactions to ten hours with an individual who had a moderate to intense disability. Research questions included: 1) How do pre-licensure, graduate students connect theory to practice? 2) What was it about the pre-licensure, graduate students' initial practicum experiences that surprised them? 3) How do pre-licensure, graduate students think the initial practicum experience will impact their future work? 4) How do pre-licensure, graduate student responses inform the special education preparation program at Wright State University, and teacher education as a whole? Findings from this research indicated that although pre-licensure graduate students need explicit direction for field experiences, they would also benefit from researching self-generated questions. Graduate students should also have ample opportunity to showcase their experience, and reflect on best practices and "lingering questions," particularly in regard to inclusive learning environments.
ISSN:0013-1172