Teachers, school leaders, and faculty (n = 32) were interviewed regarding their perceptions about the expertise of teachers of students with significant support needs. While participants agreed that expert instruction was characterized by knowledge about the student and positivity, their beliefs differed in relation to the functions of those expert skills. Findings revealed that deficit- and asset-oriented views of students were related to views about the professionalism of teachers. The implications of these findings are discussed in relation to the apparent link between deficit views about students and views of special education teachers as professionals.
Teaching and Teacher Education – Elsevier
Published: Apr 1, 2018
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