Forming Special Education Teachers during the Pandemic: New Teachers’ Sense of Self Efficacy

Gabriela Walker; Kathleen Klinger; Nilsa Thorsos

doi:10.56663/rop.v10i1.17

Authors

Gabriela Walker National University in Fresno, California
Kathleen Klinger National University in Fresno, California
Nilsa Thorsos National University in Fresno, California

DOI:

https://doi.org/10.56663/rop.v10i1.17

Keywords:

COVID-19 pandemic, disability, teacher preparation programs, self-efficacy

Abstract

This paper examines special education new-teacher perceptions about the impact of shifting from teaching children with disabilities in person to a remote learning delivery. The Covid-19 pandemic disrupted formal education and shifted special education service delivery to a ‘remote modality’. Health restrictions and community lockdowns literally pushed teachers into online delivery systems beyond their own learning experiences and into their students’ homes. The research methodology employed is a mixed methodology approach, where the responses from a six-open-question survey were coded and quantified. Based on these results, administrators and policy makers have to consider changes to accommodate this paradigm shift to better serve students with disabilities, a matter of educational equity and social justice.

Author Biographies

Gabriela Walker, National University in Fresno, California

Dr. Gabriela Walker is an Associate Professor coordinating the Special Education Department at National University in Fresno, California. Dr. Walker provides leadership for the Special Education Masters in Education courses, and she just ended Chairing the Special Education Research Special Interest Group with the international American Educational Research Association (AERA). She is an Associate Editor for NU’s Journal of Research in Innovative Teaching and Learning (JRITL), and she is involved in the local professional community by attending the Fresno County Women’s Chamber of Commerce Club meetings and the Annual Fresno Compact Luncheon.

Kathleen Klinger, National University in Fresno, California

Dr. Klinger, a recognized leader and mentor in Educational Technology, was the primary designer of the National University Virtual High School, lead faculty statewide for five years for National University’s Educational Technology master’s degree program, and Director of Grants and Research for the National University System.

Nilsa Thorsos, National University in Fresno, California

Dr. Nilsa J. Thorsos is a Professor of education at National University and serves as the academic program director for the Masters of Education: Mild to Moderate in the Special Education Department. She has been an active mentor for doctoral candidates and served in doctoral committees as a subject matter expert (SME) specializing in education and methodology approaches.

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