A well-prepared and qualified special education teacher is crucial to the performance of students with emotional and behavioral disorders (EBD). The prominent educators and federal government encourage the use of extended field experiences in preparing qualified special education teachers. The study examined the strengths and weaknesses of extended field experience in terms of the perceptions of the prospective teachers and teachers of students with EBD. Both individual interviews and a focus group were used to collect data. The results revealed that extended field experience benefits prospective teachers in showing the reality of the teachers' world, self-motivation assessment, and professional development. However, there were some improvements that could be made, including more placement selections and more practical knowledge.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc5795 |
| Date | 05 1900 |
| Creators | Wang, Hsin-Yi |
| Contributors | Bullock, Lyndal M., Durodoye, Beth, Combes, Bertina H., Fritsch, Ron |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | Text |
| Rights | Public, Copyright, Wang, Hsin-Yi, Copyright is held by the author, unless otherwise noted. All rights reserved. |
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