Student teachers' perceptions of best practice in practicum with learners who have high support needs

Jennifer Stephenson, Mark Carter

    Research output: Contribution to journalArticlepeer-review

    Abstract

    Student teachers' perceptions of possible best practices in the education of students with high support needs and their reports of level of implementation during field experience were investigated in this research. In addition, the student teachers' suggestions for other indicators of best practice and their perceptions of barriers to best practice were examined. These data were also compared with that obtained in a previous study of teachers. Students reported high levels of agreement with best practice indicators, broadly consistent with the views of teachers. In contrast, students reported substantially lower levels of perceived implementation than teachers. Exploration of the reasons for these perceived differences is a priority for university educators involved in preparation of special education teachers. In addition, weight is added to the argument that evaluation of implementation of best practice should draw on a range of sources and that sole reliance on retrospective teacher self-reports may be problematic.
    Original languageEnglish
    Pages (from-to)60-83
    Number of pages24
    JournalAustralasian Journal of Special Education
    Volume29
    Issue number1
    DOIs
    Publication statusPublished - 2005

    Fingerprint

    Dive into the research topics of 'Student teachers' perceptions of best practice in practicum with learners who have high support needs'. Together they form a unique fingerprint.

    Cite this