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

Articles

Creating Self-Efficacious Special Educators through Mentoring during Teacher Preparation

  • Mary M. Lombardo-Graves, Ed.D. (Author) University of Evansville image/svg+xml
    Dr Mary M. Lombardo-Graves holds an EdD in Curriculum and Instruction from Northern Illinois University, an MA in Educational Leadership and Administration from Concordia University, and a BA in Special Education and Teaching from Northeastern Illinois University. Currently Mary is Assistant Professor and Program Coordinator of Special Education at University of Evansville, Indiana, USA.
DOI
https://doi.org/10.64546/jaasep.396
Abstract
The purpose of this study was to examine the effects of a specific mentoring intervention on the teaching self-efficacy of pre-service special education teacher candidates. A Special Educators Efficacy Scale (SEES) was developed to measure self-efficacy for the initial skill set required for novice special educators. A two-group, pre-test/post-test design was used to compare the special education teaching self-efficacy scores between the intervention and comparison group. The self-efficacy scores reported by 245 pre-service special education candidates from two universities were analyzed (intervention group, N = 43; comparison group, N = 202) before and after a 10-week mentoring intervention. ANCOVA findings indicated a statistically significant difference across all subscales between groups while controlling for the pre-test scores. The analysis of demographic characteristics such as age and grade level did not reveal any statistically significant differences between groups.
Keywords
Internship Programs, Intervention, Mentors, Preservice Teacher Education, Preservice Teachers, Program Effectiveness
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How to Cite
Lombardo-Graves, M. M. (2019). Creating Self-Efficacious Special Educators through Mentoring during Teacher Preparation. Journal of the American Academy of Special Education Professionals, 14(2), 82-99. https://doi.org/10.64546/jaasep.396

Spring/Summer 2019

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  • Article Type Articles
  • Submitted May 23, 2019
  • Published June 15, 2019
  • Issue Spring/Summer 2019
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