Early Career Special Education Teachers’ Views on Preclinical Field Experience in Rural Areas

Abstract

Preclinical field experience helps teacher candidates practice teacher roles and responsibilities in authentic learning environments. Based on the framework of situated learning and sensemaking theory, this mixed method study argues that the preclinical field experience activities in rural areas contribute to special education teachers’ (SETs) confidence and perceptions of preparedness. We used a survey and interviews with early career SETs who had preclinical field experience in rural areas. In this mixed method study, early career SETs showed overall positive views of their preclinical field experiences, in particular for gaining a better sense of their profession and readiness; however, during the individual interviews, early career SETs expressed desire to have had more experience in specific areas (e.g., assessment, classroom management, collaboration with family, IEPs). The findings of this study underscore that preclinical field experience plays a critical role in shaping teachers’ confidence and perceptions of preparedness. Also, the areas where SETs shared they needed more support indicate that teacher educators need to provide more experiential opportunities during teacher preparation.