The Problems of Beginning Special Education Teachers: Exploring the Contextual Factors Influencing Their Work

Abstract

Abstract The purpose of this paper is to present the preliminary results of a three-year investigation of the problems of practice of beginning special education teachers and the contexts in which they work. Our research study was designed to answer the following research questions: (a) What are beginning special educators' problems of practice? and; (b) What contextual factors facilitate or impede beginning special education Teachers' efforts to solve their problems of practice? The most frequently cited problems were related to insufficient curricular materials, dealing with behavior management/discipline, and obstacles to collaboration with general educators. The most significant sources of support were from other special education teachers; in general, novice special education teachers perceived themselves as segregated from the general education community, isolated from their general education peers and administrative staff. Discussion and implications regarding novice teacher induction programs and teacher education curriculum are presented.