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ABSTRACT
In light of the continual problem of attrition in the field of special education and the need for well-prepared new special education teachers, the purpose of this study was to examine how dialogic reflective e-journaling between the first author and undergraduate preservice teachers impacted the classroom decision-making as well as the transformative learning of these preservice teachers involved in a special education field-based experience in US schools. Performance feedback was given by the first author as part of the teacher preparation supports already in place for the field-based experience. Study findings revealed that dialogic e-journaling enhanced the reflective skills of the study participants when faced with classroom disorienting dilemmas and instigated a positive personal transformation in them as teachers.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Pamela Weatherly Carter
Dr. Pamela Weatherly Carter serves as an university supervisor at the University of North Carolina at Greensboro USA for undergraduate special education preservice teachers placed in the schools. Additionally, she teaches a related field-experience seminar on campus. She is interested in the clinical side of teacher education.
Stephanie A. Kurtts
Stephanie A. Kurtts is an Associate Professor at the University of North Carolina Greensboro. Her research interests include collaborative practice between general and special education teachers, reflective practices of teachers, and Universal Design for Learning in the classroom.