Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Helping Preservice Special Educators Scaffold the Reflection Process

Elissa Wolfe Poel, Ph.D., Monica R. Brown, Ph.D., Luis-Vicente Reyes, Ph.D., Cristóbal Rodríguez, Ph.D.
  • Elissa Wolfe Poel, Ph.D. (Author) New Mexico State University image/svg+xml
    Dr. Elissa Poel is Associate Professor Emerita in the Department of Special Education/ Communication Disorders at New Mexico State University and served as the Director of Field Practices for Special Education. Her teaching responsibilities and research interests included teacher preparation, inclusive practices, international student teaching, specific learning disabilities, and assistive technology. Dr. Poel serves as the Co-PI of Reaching the Pinnacle (RTP), a program that recruits, mentors, and helps to retain individuals with disabilities in college/university STEM programs throughout New Mexico and far west Texas. RTP is funded by the National Science Foundation and housed in the College of Engineering. Her mission has been and continues to be to improve the quality of life for individuals with disabilities.
  • Monica R. Brown, Ph.D. (Author) New Mexico State University
    Dr. Monica Brown is an Associate Professor in the Department of Special Education/ Communication Disorders at New Mexico State University. Her current research interests include disaffected adolescents, multicultural special education, technology access and use, teacher preparation at the secondary level, and secondary education. Dr. Brown teaches general special education courses as well as courses with an emphasis on secondary special education. She is a member of 5 journal editorial boards and is an Associate Editor for Diversity of Intervention in School and Clinic.
  • Luis-Vicente Reyes, Ph.D. (Author) New Mexico State University
    Dr. Loui Reyes is an Associate Dean with the Graduate School at New Mexico State University. He has a long association with the College of Education. His areas of specialization are early care and education. He received his Ph.D. degree from New Mexico State University and a Post-Doctorate in Learning Technologies. He is a recognized national expert in early childhood education.
  • Cristóbal Rodríguez, Ph.D. (Author) New Mexico State University
    Dr. Cristóbal Rodriguez is an Assistant Professor with the Educational Management and Development Department at New Mexico State University. He has been formerly trained in education research, evaluation, and policy analysis with a social and cultural focus. His professional experiences include various secondary and post-secondary education roles with a focus around serving and preparing diverse students for academic success. These experiences inform Cristóbal's research focus on policies throughout the educational pipeline that both improve or challenge access for students living in concentrated demographics, such as the U.S. Southwest Borderland communities.
DOI
https://doi.org/10.64546/jaasep.220
Abstract
Teacher candidates, because of their lack of experience, often display signs of apparent understanding which leads to professional practice and behaviors that are blind, impulsive and many times not appropriate. Through dialogue and reflection, the authors became concerned as to how to scaffold a richer learning opportunity that would lead toward a more effective and engaging practice. In order to deepen teacher candidate pedagogical understanding, the authors implemented an action research project to address the issue. In this article, the authors characterize action research, share their lived experiences regarding how they have improved their professional practice in preparing special education teacher candidates by creating a systematic process for reflection, and describe how to use the KALH (Knowing, Affective, Learning, and Happening) to assist pre-service teachers in their attempt to scaffold their learning. Provided are (a) what we learned from the action research, and (b) examples regarding how the KALH reflection strategy might be used by following the reflection process.
Keywords
Special Education Teachers, Educational Legislation, Federal Legislation, Knowledge Level, Preservice Teachers, Preservice Teacher Education
References

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There are 18 references in total.
How to Cite
Poel, E. W., Brown, M. R., Reyes, L.-V., & Rodríguez, C. (2013). Helping Preservice Special Educators Scaffold the Reflection Process. Journal of the American Academy of Special Education Professionals, 8(3), 70-86. https://doi.org/10.64546/jaasep.220

Fall 2013

Article Information

  • Article Type Articles
  • Submitted August 14, 2013
  • Published October 15, 2013
  • Issue Fall 2013
  • Section Articles
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