As part of a four year professional development program centered on increasing cultural responsiveness at Brigham Young University, special education faculty members conducted interviews with teacher candidates who had completed the special education program. The interviews primarily focused on the candidates' experiences during their time in the program. The interviews were audio and/or videotaped and transcribed verbatim. The transcriptions were then analyzed using the inductive analysis design for qualitative research (Hatch, 2002). The candidates expressed what types of learning activities as well as what professors did or did not do that helped them to be successful. Also emerging from the interviews were suggestions that would benefit future culturally and linguistically diverse candidates. The suggestions were directed toward what professors can do as well as changes that can be made in the overall program. The professors' ability to accommodate for language needs, the relationships between teacher candidates and professors, and the learning environment were most common areas of improvement for professors.
College and Department
David O. McKay School of Education; Counseling Psychology and Special Education
BYU ScholarsArchive Citation
Cramer, Ashleigh Jay, "Diverse Teacher Candidates' Perceptions of a University's Special Education Preparation Program" (2012). Theses and Dissertations. 3156.
cultural/linguistic diversity, diversity, teacher preparation programs