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Grounded Theory on Experience of Pre-service Special Education Teachers during Student Teaching Practice

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2012, 13(3), pp.269-289
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

Kyong-Eun Na 1

1중부대학교

Accredited

ABSTRACT

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.

Citation status

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