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@article{ART002360226},
author={Hong, jaeyoung},
title={Conflicts Experienced in Adapting to the Teaching Profession by Newly Appointed Teachers with Blind Working at a School for Students with Intellectual Disabilities},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2018},
volume={19},
number={2},
pages={235-262},
doi={10.19049/JSPED.2018.19.2.11}

TY - JOUR
AU - Hong, jaeyoung
TI - Conflicts Experienced in Adapting to the Teaching Profession by Newly Appointed Teachers with Blind Working at a School for Students with Intellectual Disabilities
JO - Journal of Special Education: Theory and Practice
PY - 2018
VL - 19
IS - 2
PB - Research Institute of the Korea Special Education
SP - 235
EP - 262
SN - 1598-060X
AB - This study aimed to examine the experiences of newly appointed teachers with visual impairments working at a school for students with intellectual disabilities. It also intended to discover the conflicts they went through in the adaptation process of their teaching profession. To achieve these purposes, this study utilized a qualitative case study methodology based on the theoretical perspective of symbolic interactionism under the constructionist epistemology. The study participants were four newly appointed teachers with visual impairment working at a school for students with intellectual disabilities; they were selected using snowball sampling. To investigate the participants' experiences, they were interviewed and relevant data were collected. Inductive analysis on the collected data was made with the NVivo 11 program. According to the analysis results, newly appointed teachers with visual impairment who worked at a school for students with intellectual disabilities experienced conflicts with other members and their surroundings, consideration and exclusion, conflicts during their classes, hopelessness, and internal conflict, such as identity confusion. The results of this study will provide basic data on policy measures that could improve expertise of newly appointed teachers with visual improvement working at a school for students with intellectual disabilities, supporting their adaptation to the teaching profession.
KW - teachers with blind;school for students with intellectual disabilities;newly appointed teacher;adaptation to teaching profession;qualitative case study
DO - 10.19049/JSPED.2018.19.2.11
ER -

Hong, jaeyoung. (2018). Conflicts Experienced in Adapting to the Teaching Profession by Newly Appointed Teachers with Blind Working at a School for Students with Intellectual Disabilities. Journal of Special Education: Theory and Practice, 19(2), 235-262.

Hong, jaeyoung. 2018, "Conflicts Experienced in Adapting to the Teaching Profession by Newly Appointed Teachers with Blind Working at a School for Students with Intellectual Disabilities", Journal of Special Education: Theory and Practice, vol.19, no.2 pp.235-262. Available from: doi:10.19049/JSPED.2018.19.2.11

Hong, jaeyoung "Conflicts Experienced in Adapting to the Teaching Profession by Newly Appointed Teachers with Blind Working at a School for Students with Intellectual Disabilities" Journal of Special Education: Theory and Practice 19.2 pp.235-262 (2018) : 235.

Hong, jaeyoung. Conflicts Experienced in Adapting to the Teaching Profession by Newly Appointed Teachers with Blind Working at a School for Students with Intellectual Disabilities. 2018; 19(2), 235-262. Available from: doi:10.19049/JSPED.2018.19.2.11

Hong, jaeyoung. "Conflicts Experienced in Adapting to the Teaching Profession by Newly Appointed Teachers with Blind Working at a School for Students with Intellectual Disabilities" Journal of Special Education: Theory and Practice 19, no.2 (2018) : 235-262.doi: 10.19049/JSPED.2018.19.2.11

Hong, jaeyoung. Conflicts Experienced in Adapting to the Teaching Profession by Newly Appointed Teachers with Blind Working at a School for Students with Intellectual Disabilities. Journal of Special Education: Theory and Practice, 19(2), 235-262. doi: 10.19049/JSPED.2018.19.2.11

Hong, jaeyoung. Conflicts Experienced in Adapting to the Teaching Profession by Newly Appointed Teachers with Blind Working at a School for Students with Intellectual Disabilities. Journal of Special Education: Theory and Practice. 2018; 19(2) 235-262. doi: 10.19049/JSPED.2018.19.2.11

Hong, jaeyoung. Conflicts Experienced in Adapting to the Teaching Profession by Newly Appointed Teachers with Blind Working at a School for Students with Intellectual Disabilities. 2018; 19(2), 235-262. Available from: doi:10.19049/JSPED.2018.19.2.11

Hong, jaeyoung. "Conflicts Experienced in Adapting to the Teaching Profession by Newly Appointed Teachers with Blind Working at a School for Students with Intellectual Disabilities" Journal of Special Education: Theory and Practice 19, no.2 (2018) : 235-262.doi: 10.19049/JSPED.2018.19.2.11