Preservice Preparation and Classroom Practices of Teachers of Students with Emotional/Behavioral Disorders

Abstract

A survey was conducted to identify and compare the perceptions of teachers of students with emotional and/or behavioral disorders and those of special teacher educators. The sample, 111 teachers and 25 teacher trainers (a) estimated the number of hours teachers spend weekly executing various responsibilities/competencies, (b) rated the importance of those competencies to teacher effectiveness, and (c) judged the adequacy with which teacher preparation programs are equipping teachers to carry out these responsibilities. Results reveal a general consistency between teachers and teacher educators along these three dimensions in relation to six competency areas: assessment, planning, instruction, behavior management, consulting, and administrative skills. Differences between teachers in self-contained and resource rooms, teachers of elementary versus junior/senior high school students, and those with 5 years or less and 6 years or more teaching experience are discussed.