JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE

Mining Reflections for the Disposition to Teach in Special Education

Author(s): Sheila Marie Trzcinka, Janice A. Grskovic

Citation: Sheila Marie Trzcinka, Janice A. Grskovic, (2011) "Mining Reflections for the Disposition to Teach in Special Education," Journal of Higher Education Theory and Practice, Vol.11, Iss. 1, pp. 56 - 68

Article Type: Research paper

Publisher: North American Business Press

Abstract:

Candidates preparing to become special education teachers are asked reflect on their field experiences in

journals. Eight participants were randomly selected from special education methods classes. Their 10

weeks of field experience reflections were qualitatively analyzed for the disposition to teach in special

education. Construct codes emerged: Ethical Behavior, Empathy, Classroom Behavior Management,

Reflective Analysis, and Collaboration. Comparisons were made between the reflections of traditional

undergraduate students and candidates in a graduate alternative route to certification. Results suggest

that field reflections can be used to assess the development of the disposition to teach in special

education.