Teaching and Advising Competencies of Special Education Professors

Abstract

This article describes the use of the critical incident technique in identifying special education professors' teaching and advising competencies. Special education professors and graduate and undergraduate students were asked to identify critical professorial behaviors they felt were necessary to effectively teach and advise college students. They named 3,882 critical behaviors, which were synthesized into a list of 120 specific statements of competency using critical incident technique procedures.