Publication Date
2022
Document Type
Dissertation/Thesis
First Advisor
Wilkins, Elizabeth A.
Degree Name
Ed.D. (Doctor of Education)
Legacy Department
Department of Curriculum and Instruction (CI)
Abstract
Special education continues to be plagued with a shortage of qualified special education teachers (SETs). Novice SETs in their beginning years often do not have individualized mentoring support to grow as educators. However, educative mentors can provide scaffolded support and learning opportunities for novice SETs to develop their teaching practice. This case study examined perceptions of two educative mentors on what knowledge and skills are required to support novice SETs when solving problems of practice. Three main findings emerged: a) mentors should foster the development of novice SETs’ self-reflection skills, b) mentors should have content knowledge which includes instructional strategies and completing IEP paperwork, and c) mentors must establish trusting relationships with novice SETs. Recommendations for educative mentors practice are shared in this study. As additional research on educative mentoring for novice SETs does not currently exist suggestions for further research are included.
Recommended Citation
Bochenek, Sherry L., "Mentoring Novice Special Education Teachers: A Case Study of Educative Mentors’ Perceptions" (2022). Graduate Research Theses & Dissertations. 6869.
https://huskiecommons.lib.niu.edu/allgraduate-thesesdissertations/6869
Extent
183 pages
Language
eng
Publisher
Northern Illinois University
Rights Statement
In Copyright
Rights Statement 2
NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.
Media Type
Text
