Novice alternatively certified special education teachers’ perceptions of self-efficacy to teach
| dc.contributor.advisor | Olivárez, Rubén | |
| dc.contributor.committeeMember | Somers, Patricia A. | |
| dc.contributor.committeeMember | Sharpe, Jr., Edwin R. | |
| dc.contributor.committeeMember | Honore, Kristi K. | |
| dc.creator | Sindaco, Eduardo D. | |
| dc.date.accessioned | 2021-05-20T03:10:52Z | |
| dc.date.available | 2021-05-20T03:10:52Z | |
| dc.date.created | 2020-05 | |
| dc.date.issued | 2020-06-26 | |
| dc.date.submitted | May 2020 | |
| dc.date.updated | 2021-05-20T03:10:52Z | |
| dc.description.abstract | The shortage of teachers, especially in specialized areas, such as special education, has prompted a shift in policy to expand the type of teacher preparation programs. Where once there existed only higher education preparation programs, today there are alternative routes to preparation and certification. The purpose of this study was to identify the perceptions and feelings of professional preparedness of alternatively certified special education teachers, as reflected in their initial years of practice. This study uses a mixed-methods research design and includes a survey and semi-structured interviews as the methodologies of choice. Findings from this study are: (1) novice traditionally certified teachers felt more thoroughly prepared to teach in the theoretical aspects of the profession (student learning pace, teaching to student multiple modalities, and student pedagogical knowledge) and making a direct positive impact on student learning and development; (2) novice alternatively certified novice teachers felt more prepared for the practical impact to student learning of the profession (multiple methods of assessment, instructional strategies, teaching a specialized curriculum, and using a core curriculum); and (3) overall, both sets of teachers felt that their initial program prepared them with the basic knowledge of the profession. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | https://hdl.handle.net/2152/86147 | |
| dc.identifier.uri | http://dx.doi.org/10.26153/tsw/13098 | |
| dc.language.iso | en | |
| dc.subject | Alternative certification | |
| dc.subject | Novice teacher | |
| dc.subject | Special education | |
| dc.subject | Perceptions of preparedness | |
| dc.subject | Self-efficacy | |
| dc.title | Novice alternatively certified special education teachers’ perceptions of self-efficacy to teach | |
| dc.type | Thesis | |
| dc.type.material | text | |
| thesis.degree.department | Educational Leadership and Policy | |
| thesis.degree.discipline | Educational Leadership and Policy | |
| thesis.degree.grantor | The University of Texas at Austin | |
| thesis.degree.level | Doctoral | |
| thesis.degree.name | Doctor of Education |