MOFET ITEC - “That’s My Job”: Comparing the Beliefs of More and Less Accomplished Special Educators Related to Their Roles and Responsibilities

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Considering the Social Context of Schools: A Framework for Investigating New Teacher Induction
“That’s My Job”: Comparing the Beliefs of More and Less Accomplished Special Educators Related to Their Roles and Responsibilities
Teacher Perspectives on their Alternative Fast-Track Induction
Section: Beginning Teachers
“That’s My Job”: Comparing the Beliefs of More and Less Accomplished Special Educators Related to Their Roles and Responsibilities
November 2015   |   Type: Abstract
Source: Teacher Education and Special Education, Vol. 38, No. 4, November 2015

This study aims to understand special education teachers’ beliefs regarding their roles and responsibilities. The goal of this study is also to determine how these beliefs differ among more and less accomplished teachers.
In this study, the authors examine the interviews of special education teachers identified as either more or less accomplished based on the Reading in Special Education (RISE) observation instrument.

Through qualitative coding of the data, several themes about beliefs revealed differences between the teachers. The more accomplished teachers discussed a need for instructional intensity and linked their roles and responsibilities to academic needs. Furthermore, a sense of high efficacy was seen in more accomplished teachers’ discussion of teaching regardless of outside influences. Less accomplished teachers focused on building relationships and protecting their students.
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