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Abstract
The purpose of this study was to examine the opinions of in-service and pre-service special education teachers on the undergraduate special education programs, field competencies, and their own professional competence. Participants' suggestions for improving undergraduate special education programs and in-service training programs including topics they need for their own professional development were also obtained. The study designed as a survey model included 107 special education teachers and 160 seniors in the undergraduate special education programs of 4 different universities. The data were gathered using an information form and the Special Education Teacher Program Field Competencies Scale which were developed by the researchers. Results showed that the teachers who graduated from an undergraduate special education program perceived themselves and their teaching education more sufficient than both subject matter teachers and teachers with a special education teaching certificate. Teaching academic skills, classroom management, teaching speech, and language skills and autism were the topics on which the majority of participants found themselves inadequate and requested in-service training. Extending the duration of the practicum, spreading it over the whole duration of the program, and making the courses more field-oriented were the most frequently suggested changes by the participants to be made in the undergraduate special education programs. Based on the results of the study, implications for practice were discussed.
Key Words
Undergraduate Special Education Programs, Field Competencies, Special Education Teachers, Pre-Service Teachers, Special Education Teaching Certificate.
The qualities of undergraduate programs which prepare pre-service teachers for their professions are very important. There is a positive relationship between student success and the quality of teacher education programs (Brownell, Ross, Colon, & McCallum, 2005). In order to improve the quality of these programs some standards need to be established (Özdemir Özden & Özden, 2010; Özer & Gelen 2008; Seferoglu, 2004; Sisman, 2003; Zengin & Akgün, 2010). However, the research shows that several areas like collaboration with families (Brownell et al.), teaching social skills (Pavri, 2004), and collaboration among professionals (Greenwood, 2001) are not addressed enough. Research studies that have been conducted in our country have revealed similar results. Inadequacy of practicum in teacher training programs (Dedeoglu, Durali, & Tanriverdi Kis, 2004) and inadequacy of special education teachers' communication and collaboration skills (Özen, Ergenekon, & Batu, 2008) are reported in...