Student teachers' perceptions of best practice in practicum with learners who have high support needs

Abstract

Student teachers’ perceptions of possible best practices in the education of students with high support needs and their reports of level of implementation during field experience were investigated in this research. In addition, the student teachers’ suggestions for other indicators of best practice and their perceptions of barriers to best practice were examined. These data were also compared with that obtained in a previous study of teachers. Students reported high levels of agreement with best practice indicators, broadly consistent with the views of teachers. In contrast, students reported substantially lower levels of perceived implementation than teachers. Exploration of the reasons for these perceived differences is a priority for university educators involved in preparation of special education teachers. In addition, weight is added to the argument that evaluation of implementation of best practice should draw on a range of sources and that sole reliance on retrospective teacher self‐reports may be problematic.