Abstract
Special education remains a field experiencing a critical shortage of highly qualified teachers. As such, research in the field has often focused on teacher retention and cause for "burn out." In this study, the rationales, or formally written and expressed purposes, of seven teachers in either their first or second year of teaching in a public school in the state of South Carolina were explored. This qualitative descriptive study utilized three data points: 1). A written rationale produced across multiple assignments during the participant's undergraduate experience, 2). Analysis of a written or described lesson plan which the participant felt reflected their stated purpose, and 3). One-on-One interviews. Findings contribute to the increasingly important narrative of teacher retention and well-being.
Recommended Citation
Jordan, Adam W.
(2022)
"Conflict In Preparation and Practice: The Rationales of Beginning Special 57 Educators in South Carolina,"
Teacher Education Journal of South Carolina: Vol. 15:
No.
2, Article 7.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol15/iss2/7