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

Articles

Perceptions of Pre-Service Teachers As They Relate to Professional Practice

Dr. Emily Williams, Dr. Elissa Poel, Dr. Miguel Licona, Dr. Elsa Arroyos, Alma Meraz-Rodriguez
  • Dr. Emily Williams (Author) New Mexico Highlands University image/svg+xml
    Dr. Emily Williams is an Assistant Professor with New Mexico Highlands University. She holds a Master of Arts degree in Special Education from the University of Florida. She earned an Education Specialist in School Psychology, and a Doctor of Philosophy in Special Education, both from New Mexico State University. As a k-12 educator in Florida and New Mexico, she taught in both general and special education and served as a school psychologist for several years. Her research interests include teacher efficacy, parents and families of children with disabilities and on-line education.
  • Dr. Elissa Poel (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 served as the Co-PI for Reaching the Pinnacle (RTP), a program, funded by the National Science Foundation, that recruited, mentored, and retained individuals with disabilities in college/university STEM programs throughout New Mexico and far west Texas. Dr. Poel served as an active member of the board for the Learning Disabilities Association of America. Her mission has been and continues to be to improve the quality of life for individuals with disabilities.
  • Dr. Miguel Licona (Author) New Mexico State University
    Miguel M. Licona is a Professor in the Curriculum and Instruction Department at New Mexico State University. His research interests include transformative pedagogies in education using a critical multicultural perspective. His recent publications deal with teaching and learning on the U.S.-Mexico border, distance education, multicultural and science education.
  • Dr. Elsa Arroyos (Author) New Mexico State University
    Dr. Elsa C. Arroyos is an Associate Professor in the Counseling & Educational Psychology Department at New Mexico State University. She is also the training director for the Specialist-level School Psychology Program. Her research interests include issues related to education and teaching in relation to mentoring as well as multicultural competencies related to school psychology.
  • Alma Meraz-Rodriguez (Author) Las Cruces Public Schools
    Alma Rodriguez earned a Bachelors' degree in Spanish and Psychology, a Masters' degree in Counseling and Educational Psychology, and an Educational Specialist degree in School Psychology. She worked as a school counselor with elementary and middle school students in New Mexico and Texas and as an associate school psychologist in New Mexico and Colorado. As a graduate assistant in the Special Education Department at New Mexico State University, she taught both undergraduate and graduate courses. Currently she works in New Mexico with K-5 students as an elementary school counselor.
DOI
https://doi.org/10.64546/jaasep.242
Abstract
The purpose of this study was to explore the beliefs and concerns of pre-service teachers as they relate to professional practice during their practicum experience. This study took place in a minority-serving university in the Southwest. All activities were conducted during one academic semester and held during the weekly on-campus seminars. The participants were a convenience sample of 13 pre-service teachers enrolled in dual licensure programs (elementary/special education and secondary/special education). Pre/post surveys, interviews, and focus groups were used to triangulate the data. Responses to questions posed during focus groups, interviews, and questionnaires were explored thematically. The results indicated that pre-service teachers maintained a positive attitude toward their students, projected an understanding of their students and their disabilities, and recognized the challenges that students with disabilities face.
Keywords
Attitudes toward Disabilities, Disabilities, Focus Groups, Inclusion, Interviews, Practicums
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How to Cite
Williams, E., Poel, E., Licona, M. M., Arroyos, E. C., & Meraz-Rodriguez, A. (2014). Perceptions of Pre-Service Teachers As They Relate to Professional Practice. Journal of the American Academy of Special Education Professionals, 9(2), 68-86. https://doi.org/10.64546/jaasep.242

Spring/Summer 2014

Article Information

  • Article Type Articles
  • Submitted May 12, 2014
  • Published June 15, 2014
  • Issue Spring/Summer 2014
  • Section Articles
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