@article{ART001700684},
author={Kyong-Eun Na},
title={Grounded Theory on Experience of Pre-service Special Education Teachers during Student Teaching Practice},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2012},
volume={13},
number={3},
pages={269-289}
TY - JOUR
AU - Kyong-Eun Na
TI - Grounded Theory on Experience of Pre-service Special Education Teachers during Student Teaching Practice
JO - Journal of Special Education: Theory and Practice
PY - 2012
VL - 13
IS - 3
PB - Research Institute of the Korea Special Education
SP - 269
EP - 289
SN - 1598-060X
AB - This study was conducted to propose pre-service special education teachers’ student teaching experience type based through investigation on changes in process of 14 pre-service special education teachers’ student teaching practice using grounded theory by Strauss and Corbin(1998). As a result, 107 concepts, 31 sub-categories, and 11 categories were showed. The core category was ‘taking concrete shape of self-realization through reestablishment of perspectives on teaching profession’. As a result of process analysis on pre-service special education teachers’ teaching practicum experiences, ‘exploring stage’, ‘accepting stage’, ‘accommodating stage’, and ‘establishing stage’ were drawn. In addition, as a grounded theory for ‘pre-service special education teachers’ student teaching practice experiences’, 4 types such as, ‘communication type’, ‘reflection type’, ‘conflict type’, and ‘desire type’ were analyzed. Suggestions for future research were provided with discussion based on results.
KW - pre-service special education teacher;student teaching;grounded theory
DO -
UR -
ER -
Kyong-Eun Na. (2012). Grounded Theory on Experience of Pre-service Special Education Teachers during Student Teaching Practice. Journal of Special Education: Theory and Practice, 13(3), 269-289.
Kyong-Eun Na. 2012, "Grounded Theory on Experience of Pre-service Special Education Teachers during Student Teaching Practice", Journal of Special Education: Theory and Practice, vol.13, no.3 pp.269-289.
Kyong-Eun Na "Grounded Theory on Experience of Pre-service Special Education Teachers during Student Teaching Practice" Journal of Special Education: Theory and Practice 13.3 pp.269-289 (2012) : 269.
Kyong-Eun Na. Grounded Theory on Experience of Pre-service Special Education Teachers during Student Teaching Practice. 2012; 13(3), 269-289.
Kyong-Eun Na. "Grounded Theory on Experience of Pre-service Special Education Teachers during Student Teaching Practice" Journal of Special Education: Theory and Practice 13, no.3 (2012) : 269-289.
Kyong-Eun Na. Grounded Theory on Experience of Pre-service Special Education Teachers during Student Teaching Practice. Journal of Special Education: Theory and Practice, 13(3), 269-289.
Kyong-Eun Na. Grounded Theory on Experience of Pre-service Special Education Teachers during Student Teaching Practice. Journal of Special Education: Theory and Practice. 2012; 13(3) 269-289.
Kyong-Eun Na. Grounded Theory on Experience of Pre-service Special Education Teachers during Student Teaching Practice. 2012; 13(3), 269-289.
Kyong-Eun Na. "Grounded Theory on Experience of Pre-service Special Education Teachers during Student Teaching Practice" Journal of Special Education: Theory and Practice 13, no.3 (2012) : 269-289.
