A Qualitative Study of Early-Career Special Education Faculty Perceptions of Preparation and Induction

Abstract

Abstract Much time and attention is given to questions about what effective teachers need to know; however, proportionately little effort is spent on answering related questions of what effective teacher educators need to do to ensure all new teachers are well prepared for their roles and responsibilities. Recruitment and preparation of doctoral students who become teacher education researchers and teacher educators is a neglected part of this process. This investigation explored the formal and informal learning experiences of early-career special education faculty in institutions of higher education (IHE). Data were collected through in-depth interviews with seven pre-tenure assistant professors in special education. Interviews focused on three areas: doctoral learning experiences, including coursework, college teaching, field supervision, and advisor mentorship; professional and personal considerations that led to current IHE positions; and other facilitating or inhibiting factors in the transition from doctoral student to university faculty. Skype web-conferencing software was used to conduct seven face-to-face interviews with participants living in various parts of the country. Call Recorder for Mac software captured both the interview audio and video. HyperResearch qualitative software was used for coding, unitizing, and categorizing of transcribed data. Emerging themes suggest that factors motivating students to pursue doctoral education strongly influence career trajectory. Consistent themes of support coupled with balance, both between work and life, and teaching, research, and service, emerged as critical for successful induction into faculty roles. Findings will contribute to the literature about best practices in effective special education doctoral preparation and provide a deeper understanding of doctoral student education in preparation for future faculty roles in special education.