Pre-Service Teacher Perceptions and Knowledge Regarding Professional Development: Implications for Teacher Preparation Programs

Authors

Maria B. Peterson-Ahmad Ph.D., Western Oregon University
Katrina A. Hovey Ph.D., Western Oregon University
Pamela K. Peak Ph.D., University of North Texas

Abstract

This research study discusses results from a mixed-methods study of N=164 pre-service teachers’ perceptions of and involvement in professional related activities and organizations related to students with special needs. Results found similarities between special education and general education certification seekers perceptions of beneficial training topics and perceived roadblocks to professional development participation. Since the job-related duties of teachers is vast and attrition rates of highly qualified special education teachers indicate that they leave the classroom at approximately twice the rate of their general education counterparts (Mitchell & Arnold, 2004), suggestions for increased training and professional opportunities are discussed specific to teacher preparation programs.

Recommended Citation

Peterson-Ahmad, Maria B. Ph.D.; Hovey, Katrina A. Ph.D.; and Peak, Pamela K. Ph.D. (2018) "Pre-Service Teacher Perceptions and Knowledge Regarding Professional Development: Implications for Teacher Preparation Programs," The Journal of Special Education Apprenticeship: Vol. 7: No. 2, Article 3.
DOI: https://doi.org/10.58729/2167-3454.1068
Available at: https://scholarworks.lib.csusb.edu/josea/vol7/iss2/3