Special Educator Teacher Candidate Preparation in Reading: A Statewide Examination

Authors

  • Nicole Fenty Binghamton University, State University of New York
  • Christine Uliassi Binghamton University, State University of New York

DOI:

https://doi.org/10.18666/LDMJ-2018-V23-I1-8568

Keywords:

pre-service, teacher preparation, special education, literacy, reading,

Abstract

A majority of students recommended for special education services struggle with reading. It is therefore imperative that teachers are prepared to address the needs of these students. The purpose of this study was to examine special education teacher candidates’ beliefs, feelings of self-efficacy, and knowledge surrounding reading. Researchers surveyed teacher candidates across several pre-service special education preparation programs in a northeastern state. Findings suggest that teacher candidates believe they need additional training in reading. Implications for teacher education and future research are also provided.

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Author Biographies

Nicole Fenty, Binghamton University, State University of New York

Assistant Professor

Department of Teaching Learning and Educational Leadership

College of Community and Public Health

Christine Uliassi, Binghamton University, State University of New York

Doctoral Student

Department of Teaching Learning and Educational Leadership

College of Community and Public Health

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Published

2018-02-07

Issue

Vol. 23 No. 1 (2018)

Section

Articles

License

Sagamore Publishing LLC (hereinafter the “Copyright Owner”)

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