Date of Award
1-23-2026
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Tania Reis
Committee Members
Bronwyn MacFarlane; Mary Margaret Cunningham; Tania Reis
Abstract
This study investigates the perceptions of ten novice special education teachers regarding their preparation for teaching in public school classrooms. Using Pedagogical Content Knowledge (PCK) theory as a lens, the research reveals a mixed sense of preparedness among participants, who generally felt knowledgeable about core subject areas yet struggled to apply this knowledge effectively in practice. Key gaps were identified in their training, particularly concerning technical skills related to Augmentative and Alternative Communication (AAC) devices and communication and collaboration with other educational stakeholders. Participants expressed challenges in accessing practical assessments and highlighted the need for further training in managing classroom behaviors. The findings suggest that existing university special education preparation programs may not adequately equip pre-service teachers to meet the demands of their roles, emphasizing the necessity for enhanced resources and training. This study highlights the unique challenges faced by novice special education teachers and emphasizes the importance of their perspectives as experts of their own experiences. This study contributes to understanding the challenges faced by novice special education teachers and calls for future research to address these gaps between learning and practice. Keywords: special education teachers, perceptions, traditional preparation programs, barriers
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Miles, Shayna, "Preparation Of Novice Teachers in Special Education" (2026). Student Theses and Dissertations. 1121.
https://arch.astate.edu/all-etd/1121
