Fieldwork Requirements in Special Education Preparation: A National Study

Abstract

National reports (e.g., A Nation at Risk) and legislation (e.g., No Child Left Behind) call for improved teacher preparation. One area of concern relates to inadequate preparation of teachers for the reality of the classroom. We were interested in determining the role of practicum experiences in special education teacher preparation. Surveys were mailed to randomly selected Institutions of Higher Education (IHEs). Faculty responded to questions regarding teacher candidate field experiences. Results indicated that in most cases, faculty and/or staff members in the special education unit are responsible for locating and assigning students to field placements. The most typical response to minimum qualifications for cooperating or mentoring teachers was an appropriate teaching license and at least 3 years of teaching experience. Most cooperating/mentoring teachers are paid an honorarium averaging $147. University faculty members supervise about 12 students each for fieldwork prior to student teaching. However, during student teaching, most supervisors are assigned approximately 7 students. The results of this study present a snapshot of current practice in fieldwork in special education preparation. Additional research is needed particularly to examine the role fieldwork plays in future teacher success.