Problems faced by preservice special education teachers in Jordan
[Abstract] | |
Type | Article |
ISSN | 19139020 |
Document no. | 116535 |
information source | ERIC |
Author | Al-Hiary, Ghaleb M. |
Second author |
Almakanin, Hisham A.
Tabbal, Suha A. |
Pages | pp.128-141 |
Source | International Education Studies. v8, n2, 2015 |
Publisher |
Toronto: Canadian Center of Science and Education، 2015
|
Publisher address |
1120 Finch Avenue West Suite 701-309. Toronto, ON M3J 3H7. Canada. Canadian Center of Science and Education. T: 4166422606. F: 4166422608. ies@ccsenet.org. http://www.ccsenet.org/journal/index.php/es.
|
ERIC document no. | EJ1060875 |
Electronic Location | Full text (PDF) |
Descriptors | Special education teachers - Preservice teacher education - Barriers - Teaching competencies - Disabled persons - Students - Surveys - Student attitudes - Practicums - Credit courses - Experimental teaching - Teacher educators - Statistical analysis - Gender differences - Student characteristics - Jordan |
Language of document | English |
Country | Canada |
One of the most important factors in the success of educating children with special needs is the quality of the special education teacher. While teachers are responsible for a plethora of duties, it is important that teacher preparation programs provide adequate training to ensure teachers are well prepared for the teaching profession. However, previous research has found that teachers are not being adequately trained and consequently, they are experiencing problems within the classroom. Therefore, the current study aimed to investigate whether the gender of the preservice teacher, type of disability being taught, type of training institution, the university that the preservice teacher attends, and the number of hours credited for practicum training effects on the presence of five problem domains: training institution, problems related to university program, trainers/instructors, practicum plan and its requirements, and preservice teachers; and whether there was overall differences on the presence of the problems in general. A survey was developed and distributed to preservice teachers completing their practicum in four public universities in Jordan. A total of 148 responded to the survey. Different statistical procedures were used to investigate the study's questions. Findings suggest the existence of differences between groups on types of disability being taught, types of training institution, university student currently attending, and number of hours credited for practicum training. Results were discussed and recommendations were made. (As Provided)
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Al-Hiary, Ghaleb M.. (2015). Problems faced by preservice special education teachers in Jordan . International Education Studies. v8, n2, 2015. pp.128-141 Retrieved from search.shamaa.org |