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Dual Certification Teacher Candidate...

Yang, Yuewn-Lann Radeen,

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Dual Certification Teacher Candidate Identity Development During Field Experiences /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Dual Certification Teacher Candidate Identity Development During Field Experiences // Yuewn-Lann Radeen Yang.
作者:	Yang, Yuewn-Lann Radeen,
面頁冊數:	1 electronic resource (227 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-02, Section: A.
Contained By:	Dissertations Abstracts International86-02A.
標題:	Special education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31558475
ISBN:	9798383705469

Dual Certification Teacher Candidate Identity Development During Field Experiences /
Yang, Yuewn-Lann Radeen,

Dual Certification Teacher Candidate Identity Development During Field Experiences /Yuewn-Lann Radeen Yang. - 1 electronic resource (227 pages)

Source: Dissertations Abstracts International, Volume: 86-02, Section: A.

Field experiences during teacher preparation are fundamental to helping teacher candidates understand their future roles and responsibilities and can effectively prepare them to meet diverse student needs across a variety of contexts. This multiple case study examined the perspectives of three special education dual certification teacher candidates, their cooperating teachers, and university supervisors to understand how having multiple placements (i.e., special and general education) influences their teacher identity development. Findings revealed teacher candidates negotiated their dual student-teacher identity through their interactions with people within and across physical and social spaces. Having field experiences across the disciplines also allowed teacher candidates to compare the identities and roles of special and general educators to conceptualize their identities as future dually certified teachers. Through this comparison, the teacher candidates realized that dually certified teachers (a) have a bigger "toolbox," (b) are advocates of inclusive education, and (c) are collaborators. The ideas supported teacher candidates in developing their teacher identities and defining their future career aspirations as dually certified teachers.

English

ISBN: 9798383705469Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Dual certification

Dual Certification Teacher Candidate Identity Development During Field Experiences /
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245 1 0 $a Dual Certification Teacher Candidate Identity Development During Field Experiences / $c Yuewn-Lann Radeen Yang.
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300 $a 1 electronic resource (227 pages)
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500 $a Source: Dissertations Abstracts International, Volume: 86-02, Section: A.
500 $a Advisors: Ruppar, Andrea Committee members: Ghousseini, Hala; Love, Hailey; Leko, Melinda; Wilkerson, Kimber L.
502 $b Ph.D. $c The University of Wisconsin - Madison $d 2024.
520 $a Field experiences during teacher preparation are fundamental to helping teacher candidates understand their future roles and responsibilities and can effectively prepare them to meet diverse student needs across a variety of contexts. This multiple case study examined the perspectives of three special education dual certification teacher candidates, their cooperating teachers, and university supervisors to understand how having multiple placements (i.e., special and general education) influences their teacher identity development. Findings revealed teacher candidates negotiated their dual student-teacher identity through their interactions with people within and across physical and social spaces. Having field experiences across the disciplines also allowed teacher candidates to compare the identities and roles of special and general educators to conceptualize their identities as future dually certified teachers. Through this comparison, the teacher candidates realized that dually certified teachers (a) have a bigger "toolbox," (b) are advocates of inclusive education, and (c) are collaborators. The ideas supported teacher candidates in developing their teacher identities and defining their future career aspirations as dually certified teachers.
546 $a English
590 $a School code: 0262
650 4 $a Special education. $3 516693
650 4 $a Teacher education. $3 3172312
650 4 $a Disability studies. $3 543687
653 $a Dual certification
653 $a Field experience
653 $a Student teaching
653 $a Teacher identity
653 $a General education
690 $a 0529
690 $a 0530
690 $a 0201
710 2 $a The University of Wisconsin - Madison. $b Special Education. $e degree granting institution. $3 3815934
720 1 $a Ruppar, Andrea $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-02A.
790 $a 0262
791 $a Ph.D.
792 $a 2024
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31558475