The present investigation used reflective narratives to examine the perceptions of novice special educators toward their students and to examine the levels of reflection (VanManen, 1977). Six graduate students in an alternate route teacher certification program, who were teaching in a major metropolitan setting, contributed to this study. Results were examined to assess any change in the level of reflection from the initial narrative and a re-examination of the narrative and to discover major themes that emerged in the first and second narrative. Implications for teacher preparation and student learning are discussed.
|Keywords:||Perceptions, Novice Teachers, Reflection, Narrative, Special Education, Attitudes|
Assistant Professor, School of Education, Brooklyn, NY, USA
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