An alternative model of special education teacher education socialization

[Guest guest]

Login: Register Athens/Institution Login Not Registered? User Name:Password: Remember me on this computerForgotten password?

Athens/Institution Login

title="Click here to learn about registering with ScienceDirect"

target="_top">Not Registered?

User Name:

Password:

Remember me on this computer

Forgotten password?

Home

Browse

My Settings

Alerts

Help

Quick Search

Title, abstract, keywords

Author

e.g. j s smith

Journal/book title

Volume

Issue

Page

Teaching and Teacher Education

Article in Press, Corrected Proof - Note to users

Abstract

Full Text + Links

PDF (219 K)

doi:10.1016/j.tate.2007.08.003

Copyright © 2007 Elsevier Ltd All rights reserved.

An alternative model of special education teacher education socialization

Younga,

aGraduate School of Education, University of California, Berkeley, USA

Received 14 September 2006; revised 20 July 2007; accepted 14 August 2007. Available online 21 September 2007.

AbstractThe process of organizational

socialization sheds light on the difficulty of a university program to

effectively socialize its special education teacher candidates into

believing and acting on theories of inclusion for students with

disabilities in public schools. In general, people are socialized by

prior experiences, then the university, then the workplace. In this

case, the workplace socialization exists prior to participation in the university setting and in conjunction with

it potentially complicating traditional university socialization. This

study explores how prospective special education teachers in a

moderate/severe special education teacher credential program adopt,

adapt, and redefine the concept of inclusion. An analysis of their use

of the term “inclusion” in semi-structured interviews draws attention

to the degree to which they have or have not been socialized into

believing and acting on inclusion at their schools.

Keywords: Teacher education; Special education; Socialization; Teacher preparation; Inclusion

Note to users: The section "Articles in Press"

contains peer reviewed accepted articles to be published in this

journal. When the final article is assigned to an issue of the journal,

the "Article in Press" version will be removed from this section and

will appear in the associated published journal issue. The date it was

first made available online will be carried over. Please be aware that

although "Articles in Press" do not have all bibliographic details

available yet, they can already be cited using the year of online

publication and the DOI as follows: Author(s), Article Title, Journal

(Year), DOI. Please consult the journal's reference style for the exact

appearance of these elements, abbreviation of journal names and the use

of punctuation.

There are three types of "Articles in Press":

Accepted manuscripts: these are articles that have

been peer reviewed and accepted for publication by the Editorial Board.

The articles have not yet been copy edited and/or formatted in the

journal house style.Uncorrected proofs: these are copy edited and

formatted articles that are not yet finalized and that will be

corrected by the authors. Therefore the text could change before final

publication.Corrected proofs: these are articles containing the authors' corrections and may, or may not yet have specific issue and page numbers assigned.

Teaching and Teacher Education

Article in Press, Corrected Proof Carol in IL AIM doihavtasay1Mom to seven including , 6 with TOF, AVcanal, GERD, LS, Asthma, subglottal stenosis, and DS.My problem is not how I look. It's how you see me. Join our Down Syndrome information group - Down Syndrome Treatment/ Listen to oldest dd's music http://www.myspace.com/vennamusic

Looking for a deal? Find great prices on flights and hotels with FareChase.