Determination of Preservice Special Education Teachers’ Expectations Related to Teaching Practice Course and Practice Schools

Abstract

The purpose of current study is to determine the expectations of preservice special education teachers regarding Teaching Practice course and practice schools where the course is being carried out. The case study design was used in the study. A total of 75 preservice special education teachers (for students with intellectual disabilities), who took Teaching Practice I course participated in the study. Data were collected using a semi-structured interview form with open-ended questions. Content analysis was used to analyze the data. The inter-rater reliability was found to be 97% on average. Findings indicate that the expectations of preservice teachers related to Teaching Practice course are consistent with the goal, content, procedure, and evaluation of Teaching Practice course. Preservice teachers have both professional and personal expectations from professor. Preservice teachers also have physical and social expectations from schools where course is being carried out as well as professional and personal expectations from school staff. Findings are discussed in relation to future research and practice.