Abstract
Despite increased attention to special education teacher well-being in the past decade, special education teachers continue to leave the field at twice the rate of general education teachers (Boe, 2014; Fox et al., 2020). The current study investigated special education teachers’ responses to a school-wide professional development series focused on teacher well-being. Although many teachers embraced the opportunity to discuss well-being, some were resistant towards well-being professional development. Thus, researchers explored what drove resistance to well-being professional development and how researchers responded to resistance. Findings suggest that efforts to support special education teacher well-being should be attuned to teachers’ reactions and moments of resistance, offering opportunities for professional growth that are responsive to the needs of adult learners. We discuss how such attentiveness can support the design and implementation of meaningful professional development that is context specific, rooted in community strengths and values, and dynamic and reflective of teacher needs.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
