Abstract
This mixed methods study gathered information about the experiences of beginning special education teachers, their systems of support, and their intent to continue their careers in the field. Individual open-ended interviews were conducted with 8 first and second year special education teachers to obtain their perceptions of their first year of teaching. Participants also completed a 10-item Likert scale focusing on interactions in their work environments. Data revealed that beginning teachers appeared to be resourceful and resilient in advocating for their students and their programs and intend to remain connected to the field of education. Their major areas of frustration were related to the inclusion of students in general education classrooms and curriculum.
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Schedule a callMore From: Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children
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