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Qualitative in-depth interviews with 12 SEPT across training stages show needs developing and changing by setting and phase. SDT interprets the findings, and implications guide program design.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Needs of Special Education Preservice Teachers in the Practicum\u003Cbr>Stella Gidalevich\u003Cbr>Oranim College of Education, Israel\u003Cbr>Maayan Shalev\u003Cbr>Oranim College of Education\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Other Teacher Education and Professional Development Commons, and the Special Education and Teaching Commons |  |\n\nRecommended Citation  \nGidalevich, S., & Shalev, M. (2022) . Changing Needs of Special Education Preservice Teachers in the Practicum. Australian Journal of Teacher Education, 47(4) .  \n[http://dx.doi.org/10.14221/ajte.2022v47n4.2](http://dx.doi.org/10.14221/ajte.2022v47n4.2)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol47/iss4/2](https://ro.ecu.edu.au/ajte/vol47/iss4/2)  \nChanging Needs of Special Education Preservice Teachers in the  \nProfessional Experience  \nGidalevich Stella,  \nOranim Academic College of Education and“Shaanan” Academic Religious Teachers’ College, Israel Shalev Maayan,  \nOranim Academic College of Education, Israel  \nAbstract: Self-determination theory (SDT) suggests that people strive to fulfill three basic needs ofcompetence, autonomy, and relatedness.  \nIn teacher education research, fulfilling those needs is connected to positive skill development and increased wellbeing ofpreservice teachers and their students. Teacher education programs for special education preservice teachers (SEPT) include a professional experience in various school settings with neurodiverse students. This professional experience gives rise to specific needs for these SEPT.  \nIn-depth interviews were conducted with 12 SEPT, studying at various stages of two teacher education programs. The findings were analyzed qualitatively. Results revealed developing and changing needs throughout the educational program, reflecting different settings and phases ofthe professional experience. SDT was found to be useful  \nframework to interpret the findings. Implications for designing  \nteacher education programs are discussed.  \nIntroduction  \nProfessional experience is \"any teacher preparation activities within an authentic school-based setting that integrate course work and require teacher candidates to work directly with students\" (Nagro & de Bettencourt, 2017) . Gan (2013) describes the encounter between preservice teachers and the professional experience as “reality shock”. It is even more challenging for special education preservice teachers (SEPT), because it includes coping with different challenges presented by students with disabilities. The SEPT are required to practice adapted interventions and teaching methods, and to establish personal relationships with students who present multidimensional needs collaborating with interdisciplinary staff (Ergul et al. 2013; Forlin & Chambers, 2017; Young, 2018) . Thus, the encounter between SEPT and the professional experience raises a unique set of needs potentially different from general preservice teachers. Understanding those needs and addressing them in teacher education programs should improve the quality and effectiveness of the professional experience.  \nThe authors of the current article have served as pedagogical instructors (PI) for 10-11 years in the special education department at a leading Academic School of Education in Israel. In the past few years, the educational program in the Special Education Department has undergone changes to align it with shifting policies and trends in the educational field and in teacher education literature. Considering those changes, we saw the need to reexplore SEPT's needs during their professional experience. The intended outcome of this research  \nwas to provide knowledge to assist with designing more","cbCaivnEL9KD26Ib","https://ap.wps.com/l/cbCaivnEL9KD26Ib","pdf",309186,"English","# Abstract\n# Introduction\n# Research Context\n## The Educational System in Israel","[{\"question\":\"What theory guides the study’s interpretation of SEPT needs?\",\"answer\":\"The study uses self-determination theory (SDT), focusing on competence, autonomy, and relatedness as basic needs.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"Researchers conducted in-depth interviews with 12 special education pre-service teachers at different stages in two teacher education programs and analyzed the results qualitatively.\"},{\"question\":\"What did the findings show about SEPT needs?\",\"answer\":\"Needs were developing and changing throughout the educational program, reflecting differences across educational settings and phases of the professional experience.\"}]","Changing Needs of Special Education Preservice Teachers in the Practicum - Article 2 | PDF",1792078478,48]